Religious Literacy Leadership

Religious Literacy Leadership in Higher in Higher Education Education Programme c/o York St John University Lord Mayor’s Walk York YO31 7EX Published 2010 by Religious Literacy Leadership Leadership Challenges: Case Studies in Higher Education Programme T: 01904 876272 ISBN 978-0-9565402-2-5 E: [email protected] Copyright © Religious Literacy Leadership www.religiousliteracyHE.org in Higher Education Programme 2010 Adam Dinham and Stephen H Jones

Leadership challenges Case studies Case studies

Religious Literacy Leadership in Higher Education

Leadership Challenges: Case Studies

Adam Dinham and Stephen H Jones

Leadership challenges

Contents

Case studies 1 Food and accommodation

Exams and timetabling 15 Religious observance in halls of residence 30 1 Lectures on a Saturday 2 16 Choice in the college canteen 32 2 Exams during Ramadan 4

Alcohol, bars and events Good campus relations 17 End of term celebrations 34 3 Anti-Semitism and anti-Zionism 6 18 Organisation of freshers’ week 36 4 Rumours about provision for Muslims 8

5 Extremism in the university 10 Admissions and registry

19 Attracting local students 38 Student societies and clubs 20 Interview scheduling 40 6 Autonomy of student societies 12

7 Religious speech on campus 14 Research 8 Personal harassment in a sports club 16 21 Academic freedom and research on martyrdom 42 Student support 22 Researching faith and sexuality 44 9 Religiously sensitive counselling 18

 )DLWKDQGVWXGHQWƂQDQFH 20

Chaplaincy

11 Recognition for chaplains 22

12 Establishing a GOR 24

Teaching and curricula

13 References to religion 26

14 Foundational knowledge 28 Case studies

Case Studies: Resources for Religious Literacy Leadership in Higher Education In the following case studies we are seeking to complement our conceptual analysis with examples of real-life challenges and dilemmas posed by religious faith in university settings. These are derived from examples encountered in primary research in three Higher Education Institutions (HEIs) and in conversations with vice-chancellors (VCs), students and staff. They have been altered to preserve anonymity.

7KHVHFDVHVWXGLHVKDYHEHHQGHYHORSHGWRUHƃHFWERWKWKHSROLF\FRQFHUQVWKDW9&VDUHDVNHGWRHQJDJH ZLWKLQWKHDUHDVWKHSURJUDPPHKDVLGHQWLƂHGDQGWKHSUDFWLFDODUHQDVLQZKLFKGLOHPPDVDULVH(DFK FDVHVWXG\LGHQWLƂHVWRRQHGHJUHHRUDQRWKHUWKHTXHVWLRQVUDLVHGLQUHODWLRQWRHTXDOLWLHVDQGGLYHUVLW\ widening participation and social mobility, student experience and good campus relations.

However, the case studies are not organised solely around these domains but, rather, focus on the places and spaces in which students and staff might encounter religious faith. This recognises that in real life, these dilemmas and challenges will arise in messy, contingent ways rather than systematically, and many will cut across policy areas and the practical spaces for addressing them. In some cases, registry, chaplaincies, student support services, examinations and many others may all be implicated in one ‘case’ or dilemma.

The case studies presented here are, of course, indicative rather than representative or exhaustive. They give some sense of the sorts of dilemmas that arise and what they relate to, conceptually and in policy.

Each case study also highlights the major issues that arise, drawing on our analysis of the literature and policy more widely. We have then related these issues to resources for addressing them and hope that this will be useful in supporting universities’ own engagement with the dilemmas they face. We have also proposed some possible responses, drawing on what others have done in similar situations. These responses occasionally mention different approaches to religion and belief in higher education (HE), referring to HEIs that see themselves as ‘neutral’, ‘formative-collegial’, or ‘committed to social justice’. These different approaches are outlined in more detail in the accompanying publication, An Analysis of Challenges of Religious Faith, and Resources for Meeting them, for University Leaders. They are intended as a way of stimulating debate about the best way of reacting to increasing levels of religious diversity in university settings.

Overall, the aim is that the analysis that emerged from An Analysis of Challenges of Religious Faith, and Resources for Meeting them, for University Leaders can be recognised, debated and applied in these concrete examples. In this way they can be used as a tool for locating university leaders’ practices and DWWLWXGHVWRUHOLJLRXVIDLWKLQYHU\H[SOLFLWZD\V:HKRSHWKDW9&VDQGRWKHUVWDIILQ+(ZLOOƂQGWKHFDVH VWXGLHVKHOSIXOLQDWOHDVWWZRZD\VƂUVWIRUFRQVROLGDWLQJH[LVWLQJVWDQFHVDQGUHƃHFWLQJH[SOLFLWO\RQ what roots them and how they can be sustained and built upon; and second, for identifying alternative approaches in ways that support highly religiously literate responses.

For more information and contact details visit www.religiousliteracyhe.org

1 Leadership challenges

Exams and timetabling 1 Lectures on a Saturday

$XQLYHUVLW\ŒVPHGLFDOGHJUHHUHTXLUHVVWXGHQWVWRDWWHQGFODVVHV on a Saturday, some of which are based not on campus but at a local hospital. A number of the Jewish students taking the course do not feel able to attend these classes as they fall on the Sabbath. However, without taking part they will not be able to successfully FRPSOHWHWKHFRXUVHDVWKLVRQVLWHWUDLQLQJLVRQHRILWVUHTXLUHG components. In addition, the day on which the classes take place FDQQRWEHDOWHUHGEHFDXVHWKH\KDYHWRƂWLQZLWKWKHWLPHWDEOH RIWKHKRVSLWDO7KLVPHDQVWKDWDVRQHRIWKHXQLYHUVLW\ŒVHTXDOLW\ DQGGLYHUVLW\ ( ' RIƂFHUVFRPPHQWVVRPHRIWKHVWDIIWKDWUXQ the course sometimes “feel in their gut, knowing from experience, that a particular person is not going to be able to complete the course effectively”. Because it is not considered good practice to DVNVWXGHQWVDERXWWKHLUUHOLJLRXVDIƂOLDWLRQGXULQJWKHDSSOLFDWLRQ SURFHVVLWLVSURYLQJH[WUHPHO\GLIƂFXOWWRDYRLGWKHVHFODVKHV

Issues to consider

ř :KDWGRHVWKHODZVD\RQWKLVLVVXH and is it clear? ř ,VWKHXQLYHUVLW\XQGHUDQ\REOLJDWLRQ – legal or otherwise – to alter the time of the classes or to provide some alternative? ř $UHWKHUHDQ\RWKHURSWLRQVDYDLODEOH to staff at the university to try and PLQLPLVHWKHGLIƂFXOWLHVFUHDWHGE\ having these classes on a Saturday?

Model responses

Complying with the law a genuine business need. There is no alternative day on /HJDOO\ D XQLYHUVLW\ LV UHTXLUHG WR DYRLG DOO IRUPV RI LQGLUHFW which the course could reasonably be run. The university is discrimination, which means any practice which, although not therefore likely to have to alter its practices in order to DSSOLHGWRDOOGLVDGYDQWDJHVDVSHFLƂFUHOLJLRXVJURXS2QO\LID comply with the law. However, it will need to communicate SUDFWLFH FRQVWLWXWHV D JHQXLQH EXVLQHVV QHHG FDQ LW EH MXVWLƂHG both its decision and the process by which that decision was legally. In the above case, the students who are not able to work reached clearly and transparently to all the parties involved, on Saturdays for religious reasons are disadvantaged, as they preferably in advance. may not be able to complete their course. However, as there are limitations on staff and as another organisation is involved it is also the case that running the classes on Saturday is likely to constitute

2 Case studies

Additional options Available resources In this case, there are other things the university may wish to do. Best practice in interviews and application forms is to avoid asking Details of a university’s legal obligations in relation VWXGHQWVDERXWWKHLUSHUVRQDOLQWHUHVWVVXFKDVSODFHRUIUHTXHQF\ to religion and belief can be found in the Advisory, of worship, communal involvement, or the religious ethos of any Conciliation and Arbitration Service (ACAS) guide Religion educational establishments attended. However, there is no rule and Belief in the Workplace: A Guide for Employers and against making clear what demands the course will make from Employees DQGWKH(TXDOLW\&KDOOHQJH8QLW (&8 JXLGH the outset. The Student Experience Report by the National Union Employing People in Higher Education: Religion and Belief: of Students (NUS) in 2008 indicated that 41 per cent of students www.acas.org.uk/media/pdf/9/j/guide_religionB_1.pdf would like to be given an outline of a course timetable prior to arriving at university. It may be helpful for a university to consider ZZZHFXDFXNSXEOLFDWLRQVƂOHVHPSOR\LQJSHRSOHLQ including such details in early contact with students as part of a higher-education-religion-and-belief.pdf/view religious literacy strategy, and spelling out its position in relation to this. A guide to testing for reasonable accommodation is provided by St Ethelburga’s Centre for Reconciliation and It is also worth noting that in this case the university is reacting Peace in their guide Religious Diversity in the Workplace: to the concerns of the students as and when they arise. In future, ZZZVWHWKHOEXUJDVRUJVLWHVGHIDXOWƂOHV5HOLJRXV when organising university timetables it may help to avoid similar 'LYHUVLW\LQWKH:RUNSODFH9SGI problems if religious considerations can be taken into account at DPXFKHDUOLHUVWDJHSHUKDSVE\XVLQJDFDOHQGDURIVLJQLƂFDQW (St Ethelburga’s can also be contacted directly about religious festivals and times of observance. Such calendars these resources at [email protected] or info@ are available from various sources (see below) and many E&D thebusinessoffaith.org) departments have their own calendars which can be easily disseminated. This may mean it is possible to negotiate strategic 6SHFLƂFDGYLFHDERXWWLPHWDEOLQJLQ+(LVJLYHQLQWKH DOWHUDWLRQVZLWKWKHKRVSLWDOSDUWQHUVXIƂFLHQWO\LQDGYDQFHWRWDNH (&8ŒVEULHƂQJSDSHUReligious Observance in Higher account of Friday–Sunday absences for some religious students. Education: Institutional Timetabling and Work Patterns: While there may be no legal obligation for the university to change www.ecu.ac.uk/publications/religious-obs-timetabling its practices or provide alternative classes for the students affected, WKHLPSOLFDWLRQVIRUWKHVWXGHQWVDUHQHYHUWKHOHVVYHU\VLJQLƂFDQW Information about Judaism that HEI leaders may need to be If the university cannot change, observant students may be left aware of can be found in the Higher Education Academy with a stark choice between their religion and their course. Given (HEA) publication A Guide to Judaism: this, the university may wish to put in place procedures for assisting www.prs.heacademy.ac.uk/publications/faith_guides. students who are the worst affected with a view to minimising html WKH FRQVHTXHQFHV 7KLV FRXOG LQYROYH SURYLGLQJ DOWHUQDWLYH arrangements by planning in advance, assisting students who $GYLFHRQƃH[LEOHHPSOR\PHQWRSWLRQVLVSURGXFHGE\WKH cannot complete the course to change to another area of study, University of Staffordshire, and their recommendations can or even helping them to transfer to another university smoothly. be read in their ‘next steps’ document: www.staffs.ac.uk/feo/ Religion in the university: key choices 7KLV H[DPSOH UDLVHV VLJQLƂFDQW TXHVWLRQV DERXW KRZ XQLYHUVLWLHV www.staffs.ac.uk/feo/documents/next_steps.pdf engage in discussions with religious students and staff about their practices. A university that conceives of itself as secular or neutral Data on the additional information which students would PD\EHUHOXFWDQWWRFRQVXOWVWXGHQWVDERXWWKHLUVSHFLƂFUHOLJLRXV like to receive prior to starting university can be found in beliefs and the needs associated with them, whereas a university the Student Experience Report produced by the NUS (p. 9): WKDWLVPRUHRSHQWRUHOLJLRXVLGHQWLWLHVPD\QRWƂQGWKLVGLIƂFXOW www.nus.org.uk/PageFiles/4017/NUS_ In this case, the Jewish chaplain at the university was keen to stress StudentExperienceReport.pdf WKHVLJQLƂFDQFHRIEHLQJDEOHWRWDONWKHLVVXHRYHU7KHLPSRUWDQW thing, in his view, is “recognition of a level of understanding”, The ACAS guide cited above contains some details about ZKLFKLQFOXGHVDZLOOLQJQHVVWRGLVFXVVGLIƂFXOWLHV,WPD\EHWKDW common religious practices, but the BBC’s website HYHQ LI LW LV QRW SRVVLEOH WR ƂQG D ZD\ DURXQG WKH SUREOHP E\ contains a much more detailed and regularly updated entering into a conversation about the issue the students and the interfaith calendar, which includes additional details about university are able to reach agreement, with the students affected regular times of religious observance for each tradition: perhaps being permitted to make up the work at a later date or in different ways. This could involve setting up formal mechanisms www.bbc.co.uk/religion/tools/calendar/ RUQDPLQJVSHFLƂFVWDIIDVSHRSOHWRJRWRLQRUGHUWRGLVFXVVDQ\ VSHFLƂFSUREOHPV www.bbc.co.uk/religion/religions/judaism/

3 Leadership challenges

Exams and timetabling 2 Exams during Ramadan

In a few years’ time Ramadan will fall in July (2013 and 2014) DQGWKHQ-XQH DQG FODVKLQJƂUVWZLWKWKHSHULRG in which students will be taking re-sits and then with the main H[DPSHULRG7KH( 'RIƂFHUVLQDQXPEHURIXQLYHUVLWLHVKDYH expressed concern about how best to manage the situation, knowing that it will be impossible to move or to re-run every exam, but also that fasting students may not be able to perform to the EHVWRIWKHLUDELOLW\2QHXQLYHUVLW\( 'RIƂFHUUHƃHFWVWKDW“it’s a serious thing, you know, and we need to get ahead of the game with regards to what we need” $QRWKHU RIƂFHU DW D GLIIHUHQW university, where a large number of the students are Muslim, concludes that it will “seriously affect life in the university”. There are a few years before the events clash, but at the same time it could cause serious problems if it is not planned for correctly, and there is uncertainty about the best approach.

Issues to consider

ř :KDWDUHWKHRSWLRQVDYDLODEOHWRWKH universities to deal with this issue?

ř :KRPLJKWQHHGWREHLQYROYHGLQ discussions about planning for when the events clash?

ř :KDWDGYLFHFDQDQGVKRXOGWKH university give to its students?

Model responses

Complying with the law Additional options In this case, the university is unlikely to have any legal obligations Although making large alterations to the exam timetable even though some of the students might struggle as a result may not be feasible, it may be possible for certain changes of the clash of events since the festival is unlikely to prevent to be made to lessen the burden on students. For example, attendance. A number of HEIs in the UK have a policy of not the university could try to schedule exams earlier in the day VFKHGXOLQJ H[DPV RQ KRO\ GD\V RU UHOLJLRXVO\ VLJQLƂFDQW SRLQWV where there is the option to do so, when those fasting are during the week. However, both of these events cover a whole least affected by hunger. It may also be possible for fasting month and it would seriously disrupt the academic year to hold students to take exams later in the evening, after having all the exams at a later date. There may be some exams which HDWHQ 7KHVH NLQGV RI PHDVXUHV UHTXLUH FDUHIXO SODQQLQJ could be scheduled slightly differently, but university leaders may however. Students sitting exams later in the day would need choose to proceed as normal. to be either chaperoned or would need to take alternative H[DPSDSHUV3DSHUVWKDWFRQWULEXWHWRGHJUHHFODVVLƂFDWLRQ need to be authorised externally, and so take a lot of time to

4 Case studies prepare. Such choices have therefore to be taken by individual Available resources universities depending upon their particular circumstances, including the number of Muslim students. In addition to this, The Department of Health has produced a free Ramadan the university may wish to avoid scheduling any exams or other Health Guide which gives details on the best foods to events on Eid ul-Fitr, the festival that marks the end of the month eat and how to avoid dehydration. The organisation of Ramadan. Maslaha also offers advice about looking after one’s health during Ramadan, both from Islamic scholars and If the university chooses to proceed without making any major from health professionals: alterations to its exam timetable it could still offer advice to any www.dh.gov.uk/prod_consum_dh/groups/dh_ students who are fasting which would help them to avoid losing digitalassets/@dh/@en/documents/digitalasset/ concentration or becoming dehydrated. The Department of dh_078408.pdf Health and other organisations (see below) offer advice on what foods to eat and to avoid during Ramadan, including guidance www.maslaha.org from both healthcare professionals and from Islamic scholars. The university could take steps to disseminate such advice to www.diabetesintowerhamlets.org/ramadan students via religious societies and other channels. There could also be clear procedures for addressing the issue of missed St Ethelburga’s Centre for Reconciliation and Peace has exams. If a university does take these steps to prevent fasting produced a short guide entitled 5DPDGDQ%ULHƂQJ1RWHV students from suffering unnecessarily during the exam period, or for Managers which contains important information about responds by making timetable alterations, it should be careful to the fast and the related festivals: ensure that non-Muslim students do not react badly, feeling that Muslim students are being given special treatment. To prevent www.stethelburgas.org/multifaith/resources VXFKFRQƃLFWXQLYHUVLW\OHDGHUVVKRXOGEHRSHQDQGWUDQVSDUHQW at all times, and may choose to take steps to communicate the (St Ethelburga’s can also be contacted directly about VLJQLƂFDQFHRIWKHIDVWWRQRQ0XVOLPVWXGHQWV these resources at [email protected] or info@ thebusinessoffaith.org) Religion in the university: key choices Different universities will wish to approach Ramadan—and 6SHFLƂFDGYLFHDERXWWLPHWDEOLQJLQ+(LVJLYHQLQWKH indeed other festivals and holy days—differently. To make the (&8ŒVEULHƂQJSDSHUReligious Observance in Higher Ramadan period as positive an experience as possible for fasting Education: Institutional Timetabling and Work Patterns: students and more widely, some universities may choose to www.ecu.ac.uk/publications/religious-obs-timetabling take extra steps, some perhaps holding public events. Advising staff and students to show awareness and sensitivity around A short guide to Ramadan itself can be found on the BBC’s PHDOWLPHV IRU H[DPSOH PD\ EH FRQVLGHUHG WR EH RI EHQHƂW website. The date of Ramadan each year is also included in There may also be opportunity for students to break the fast the BBC’s interfaith calendar: (iftar) together. Indeed, iftar could provide an opportunity for www.bbc.co.uk/religion/religions/islam/practices/ Muslim and non-Muslim students to come together and learn ramadan_1.shtml about Ramadan, as could Eid ul-Fitr at the end of the fast. Other universities may prefer to see religious practices as essentially a www.bbc.co.uk/religion/tools/calendar/faith. private matter, and leave students and staff to themselves on shtml?muslim this issue. Details of the Islamic faith that HEIs may need to be aware of can be found in the HEA’s A Guide to Islam: www.prs.heacademy.ac.uk/publications/faith_guides.html

5 Leadership challenges

Good campus relations 3 Anti-Semitism and anti-Zionism

Recently a university hosted a discussion on the subject of the January 2009 military offensive in Gaza at which speakers were LQYLWHGWRGLVFXVVWKHFRQƃLFWDQGVXJJHVWDFWLRQVVWXGHQWVFRXOG take in response. One of the speakers was a concentration camp survivor who had previously drawn links between her time in the Warsaw Ghetto and the situation in the Gaza Strip. Some members of staff and the Jewish society objected to her invitation, with a few of them asking that she be refused permission to speak. At the event, which eventually went ahead as planned, a number of the speakers advocated a boycott of all products from Israel, including an academic boycott. Again, objections were raised by staff and students, with some claiming that propositions were, if not motivated by prejudice as such, in effect anti-Jewish as they threatened to exclude Israelis from university campuses. One member of staff said of the event: I tried to get involved because I thought this could be a really constructive way of showing solidarity [...]. So I went into that, and it turned into an anti-Zionist thing again, and I ended up getting chucked out just for trying to debate some of those principles. A campaign to develop links with a university in Palestine grew out of the event, and a Facebook group was established to raise awareness and help put pressure on the university to establish scholarships for Palestinian students. Allegations have been made Issues to consider about anti-Jewish remarks being made on the site. As the same member of staff at the university commented: ř :KDWOHJDOREOLJDWLRQVGRHVWKHXQLYHUVLW\ The Facebook group became host to some rather nasty instances have under Acts such as the Racial and of anti-Semitism, straightforward anti-Semitism [...]. Articles were Religious Hatred Act (2006)? posted that talked about Jews unfavourably, Jews and media control and all these kinds of old stereotypes about Jews [...]. ř 6KRXOGWKHXQLYHUVLW\GRDQ\WKLQJWRDVVLVW in distinguishing between criticism of Israel, anti-Zionism and anti-Jewish sentiment, and if so what?

ř :KDWDUHWKHLPSOLFDWLRQVIRUIUHHGRPRI Model responses speech?

Complying with the law in place central policy guidelines so that students can raise The Racial and Religious Hatred Act (2006) makes ‘stirring up their concerns with a higher authority when they feel they hatred’ on grounds of religion or belief illegal, either via speeches are not being taken seriously elsewhere. Some universities or written materials. The university should note any cases where make a point of addressing heads of student societies at the violence is called for against Jews, which would constitute a beginning of each year on the subject of freedom of speech. clear offence. In these instances it may be appropriate for the university to make contact with the police. In addition to this, The university’s role is less clear when perceived anti- WKHXQLYHUVLW\KDVDQREOLJDWLRQXQGHUWKH(PSOR\PHQW(TXDOLW\ Jewish sentiment is found in online forums, as the case of 5HOLJLRQ DQG %HOLHI  5HJXODWLRQV   DQG WKH (TXDOLW\ $FW “straightforward anti-Semitism” was above. If the people (2006) to prevent harassment on grounds of religion and belief, using the forum are all students at the university, or if the which covers actions that may create an intimidating, hostile, forum is run by students, in response to complaints about humiliating or offensive environment. Some universities therefore anti-Semitism the university may wish to be in contact with QRZUHTXLUHWKHLUVWXGHQWVŒXQLRQWRJLYHWKHXQLYHUVLW\WZRZHHNVŒ the forum’s managers with a view to encouraging them notice of any visiting external speaker so they can respond to the to moderate what is said, or at the very least take a public concerns of students and staff. Others have a dedicated statement stand declaring all derogatory comments about Jews to outlining what is and what is not acceptable in debates such as be unacceptable and unwelcome on the site. If such views those mentioned above. University leaders may also wish to put DUH EHLQJ H[SUHVVHG DQRQ\PRXVO\ LQ QRQRIƂFLDO FKDQQHOV

6 Case studies

XQLYHUVLW\ OHDGHUV PD\ ZLVK WR UHVSRQG E\ RIƂFLDOO\ GLVWDQFLQJ distinction has to be made between an academic boycott themselves from the comments, and strongly encouraging the of institutions and adverse decisions against individuals that students’ union to follow their example. are made because of their race or nationality. Yet it has been claimed that boycotts harm Jewish, and particularly Additional options Israeli, individuals. Universities should therefore examine 2QH RI WKH PRVW FRPSOLFDWHG DVSHFWV RI FRQƃLFWV VXFK DV WKLV the wording of any boycott closely. It is also helpful to is that, partly because of a lack of religious literacy, terms and note that in the above example the sense of being treated phrases are sometimes employed which are not regarded by the unfairly came from the person being unable to debate what people who use them as derogatory or anti-Jewish, but which ZHUHFRQVLGHUHGVLJQLƂFDQWLVVXHVŐQRWIURPWKHSRWHQWLDO are felt to be offensive by Jews. For example, a cartoon in The terms of the debate itself. University leaders may wish to Independent in 2003 showed the then Israeli Prime Minister encourage the organisers of events such as these to make Ariel Sharon devouring a baby, which caused offence among sure that a number of perspectives are heard, rather than Jews because it echoed historical images of the ‘blood libel’— cancelling any debates. the once-common belief that Jews ingest children’s blood during religious rituals. Comparisons between the state of Israel and Nazi Germany are often regarded as unacceptable for similar reasons, ƂUVWO\ EHFDXVH VXFK FRPPHQWV DUH K\SHUEROLF DQG VHFRQGO\ Available resources EHFDXVHWKH\WR\ZLWKZKDWLVDXQLTXHO\VHQVLWLYHDUHD8QLYHUVLW\ Details of the nature and prevalence of contemporary leaders may wish to try to discourage—or even insist that—direct anti-Semitism is documented in the All-Party Parliamentary comparisons between Nazism and Israel are avoided in publicity Group against Antisemitism’s Report of the All-Party for events such as those mentioned above. For similar reasons, Parliamentary Inquiry into Antisemitism. Many of the D XQLYHUVLW\ PD\ ZLVK WR PHQWLRQ WKH PDWWHU ZLWKLQ LWV RIƂFLDO examples mentioned above are explored in more detail, policies on religious discrimination and harassment. These may particularly on pages 29-42: be located in a general policy about safety of and respect for religious faith on the campus. www.thepcaa.org/Report.pdf

Tensions and incidents on campus have sometimes centred on A survey of incidents of anti-Semitism is produced regularly students’ union votes concerning Israel and Zionism. Students’ by the Community Security Trust in their Antisemitic unions have in the recent past proposed motions that anti- Incidents Report: Zionism or criticism of Israel were not anti-Semitic, and that www.thecst.org.uk/docs/Incidents_Report_Jan_June_09. ,VUDHOL JRRGV VKRXOG EH ER\FRWWHG 2WKHUV KDYH JLYHQ RIƂFLDO pdf backing to campaigns such as that mentioned above to ‘twin’ universities. These have led in some cases to tense relationships Advice on promoting good campus relations can be between students’ unions and Jewish societies. In the 1970s found in the updated ECU/Universities UK (UUK) report, some Jewish societies were actually proscribed. To avoid such Promoting Good Campus Relations: An Institutional tensions, university leaders may attempt to bring the societies Imperative. Information can also be found in an older DQGWKHFXUUHQWVDEEDWLFDORIƂFHUVLQWRFRQWDFWWRDJUHHVRPH publication entitled Promoting Good Campus Relations: ground rules for debates and discussions. Where this is not Dealing with Hate Crimes and Intolerance: possible, perhaps because the students’ union feels unable to www.ecu.ac.uk/inclusive-practice/promoting-good- IDFLOLWDWHWKHDIƂOLDWLRQRIWKHVRFLHW\ZLWKWKHXQLRQWKH+(,PD\ campus-relations-imperative try to establish internal processes and procedures to help them to resolve their issues and move forward. An in-depth debate about an academic boycott of Israel between Martin Shaw and David Hirsh can be found in Religion in the university: key choices Democratiya 13/14: 6RPH RI WKH PRVW FKDOOHQJLQJ TXHVWLRQV UHODWH WR SRVVLEOH http://dissentmagazine.org/democratiya/article_pdfs/ restrictions to freedom of speech on campus. Some of the hardest d14ShawHirsh-1.pdf choices universities have to make concern whether it is ever right to cancel a public discussion at a university. When this is based R J Nash et al’s book How to Talk About Hot Topics on on students’ fears of anti-Jewish sentiment, or the reputations of Campus (San Francisco: Jossey-Bass, 2008) provides in the speakers that have been invited, this is perhaps even more GHSWKDGYLFHRQWDONLQJDERXWGLIƂFXOWVXEMHFWV7KH3XEOLF sensitive. Prohibition of events and external speakers should be Conversations Project in the US has produced a guide a last resort, but such things have happened. In the past, racial entitled Constructive Conversations about the Israeli- supremacists and religious extremists have been denied a platform 3DOHVWLQLDQ&RQƃLFW$*XLGHIRU&RQYHQLQJDQG)DFLOLWDWLQJ on university campuses. Events discussing links between Zionism Dialogue in Jewish Communities in the US: and Judaism have also been cancelled by universities where the promotional literature appeared to link Jews with media control. www.publicconversations.org/docs/resources/ 3DUWRIWKHUHDVRQWKLVTXHVWLRQLVVRFRPSOLFDWHGLVWKDWWKHUHLV -'*PDQEZFYUƂQDOSGI no agreement about what constitutes anti-Semitic or anti-Jewish discourse. Academics disagree over whether a boycott of Israeli goods or universities should be regarded as in effect anti-Jewish, for example. Academics and others have the right to choose not to associate with public instruments of a particular regime, and a

7 Leadership challenges

Good campus relations 4 Rumours about provision for Muslims

A university has over the last six months created a new prayer room and faith centre—which came into existence after a campaign by the university’s large Islamic society—and started serving halal food options in the canteen. Although seen by many as a success, these changes have caused unrest. Some religious groups have expressed discontent at what they feel is the privileging of the Islamic society’s concerns. Others, both staff and students, have expressed frustration at the fact that these campaigns are being listened to at all, as they see them as a concession to a politicised religious group within what should be a secular environment. These concerns have given rise to a number of misleading rumours about the accommodations being made. For example, complaints have been made about all the food in the canteen being halal, when in fact it only applies to a few meal options. Some of the students have objected to women not being permitted in the new prayer room, even though there are no entrances to it that cannot be used by women, just one entrance that men are not permitted to use. It has also been alleged that the university, which is currently refurbishing its students’ union, is under pressure to stop selling alcohol, a rumour that a member of staff at the union describes as a “complete lie”. Concerns have been raised that the rumours are making hostile remarks about Muslims more common and apparently more socially acceptable. Issues to consider

ř ,VWKHUHDQ\WKLQJWKDWWKHXQLYHUVLW\FRXOG do to challenge these rumours and build a better campus environment? ř 'RWKHVHUXPRXUVVXJJHVWWKDWUHOLJLRQ ought to be in the open and publicly discussed? ř :RXOGLWKDYHEHHQEHWWHUWRKDYHGRQH nothing, and to have kept religious faith in private?

Model responses

Complying with the law account in these ways, and how other faith traditions have Many of the measures described in this example, such as also been accommodated. providing halal food options, are likely to form part of a university’s duty to prevent indirect discrimination. Yet in this These rumours indicate that the campus may have problems case there appears to have been a failure to communicate the with Islamophobia, which, although moderate, could develop reasons for the changes. To avoid this, and to challenge false into a complaint of harassment. The university may wish to rumours about the accommodations, it is advisable for the respond to this by including guidance on dealing with anti- university to keep all channels of communication open via the Muslim prejudice in its E&D policies on religion and belief, students’ union and ensure that processes are transparent at all urging caution about stereotypes and generalisations about times. Proposed changes to the university’s services and buildings Islam and Muslims. The university may also choose to hold could be communicated via notices and other means, and clear discussions on religious prejudice, making use of academics statements about the changes could be located in areas affected working in or visiting the university. It may also be advisable to such as the canteens that are located on campus. It may also be devise a more balanced and inclusive approach to responding advisable to give a rationale of why Islam has been taken into to religious faith which takes into account the full range of

8 Case studies traditions and gives clear account of why particular traditions $VXUYH\RI0XVOLPVWXGHQWVŒUHOLJLRXVUHTXLUHPHQWVKDV appear to have been singled out. been produced by the Federation of Student Islamic Societies (FOSIS) entitled The Voice of Muslim Students. Additional options Details of the Islamic faith that the staff of HEIs may need To try and foster better relations between different religious faiths to be aware of can be found in the HEA’s A Guide to Islam: on campus the university may choose to establish an interfaith or www.tiny.cc/7n4y6 inter-cultural group. Such a forum could be established through a religion and belief working group (RBWG), a subgroup of the www.prs.heacademy.ac.uk/publications/faith_guides.html university’s E&D team tasked with implementation in this area. Details of the law on harassment on grounds of religion The RBWG should be made up of staff, student and faith and belief can be found in the ACAS guide Religion and representatives, and could attempt to raise awareness of the Belief in the Workplace: A Guide for Employers and network through internal communication methods (such as Employees: notices in communal areas, open meetings, information in www.acas.org.uk/media/pdf/9/j/guide_religionB_1.pdf payslips and on the university’s website). It could then be used to foster better campus relations and build improved understanding The ECU’s guide Employing People in Higher Education: of students’ needs. Religion and Belief gives advice on setting up an inter- Religion in the university: key choices cultural group and an RBWG: 7KLVH[DPSOHUDLVHVNH\TXHVWLRQVDERXWKRZXQLYHUVLWLHVHQJDJH ZZZHFXDFXNSXEOLFDWLRQVƂOHVHPSOR\LQJSHRSOHLQ with faith as a public category. A university that has traditionally higher-education-religion-and-belief.pdf/view been regarded as secular may wish to remain above the fray, and attempt to be strictly neutral between religious identities. If this General advice on promoting good campus relations can is the case, it may try to keep at a distance from any student-led be found in the ECU/UUK report Promoting Good Campus campaign for religious provision, and be as clear as possible that Relations: Dealing with Hate Crimes and Intolerance: it does not favour any religious group in particular but responds www.universitiesuk.ac.uk/Publications/Documents/ VWULFWO\WROHJDOUHTXLUHPHQWV promotinggoodrelations.pdf

By contrast, a university that wishes to engage with forms of The above guide advocates developing interfaith and religious expression may take the view that part of the cause inter-cultural understanding. An introduction to this can be of this problem comes from the university only responding to found in the Inter Faith Network for the United Kingdom students’ concerns as and when they become apparent. Its (IFNUK) report Building Good Relations on Campus. The UK argument might be that by emphasising the fact that faith is Council for International Student Affairs (UKCISA) has also welcome within the institution, and by proactively providing produced a toolkit for bridging cultural differences which IRU SHRSOHŒV UHOLJLRXV UHTXLUHPHQWV ZLWKRXW WKHP KDYLQJ WR has a particular focus on international students entitled campaign for such things, serious disagreements can be avoided. Discussing Difference, Discovering Similarities: This university might choose to create facilities for all the faith www.interfaith.org.uk/publications/campus.pdf traditions within a multifaith centre. Meals, festivals and other services could also be used as an opportunity for learning through ZZZXNFLVDRUJXNƂOHVSGIDERXWPDWHULDOBPHGLD displays, meetings and talks, for example. discussing_difference.pdf

Available resources 6SHFLƂFJXLGHOLQHVRQPDNLQJSURYLVLRQIRUUHOLJLRXVJURXSVFDQ be found in the ECU’s report Religious Observance in Higher Education: Facilities and Services: www.ecu.ac.uk/publications/religious-obs-facilities

St Ethelburga’s Centre for Reconciliation and Peace have a guide to creating prayer spaces entitled Recovering the Calm. They also produce the general guide Religion and Belief in the Workplace: A Handbook: ZZZVWHWKHOEXUJDVRUJVLWHVGHIDXOWƂOHV5HFRYHULQJBWKHB Calm.pdf www.stethelburgas.org/multifaith/resources

(St Ethelburga’s can also be contacted directly about these resources at [email protected] or info@ thebusinessoffaith.org)

9 Leadership challenges

Good campus relations 5 Extremism in the university

For the last six months a university has faced intense media scrutiny DIWHULWFDPHWROLJKWWKDWWZRRIƂYHPHQDUUHVWHGIRUSODQQLQJWR detonate explosives in a shopping centre had studied there during WKHƂUVWIHZ\HDUVRIWKHQHZPLOOHQQLXP2QHRIWKHPHQKDG been a prominent member of the university’s Islamic society while a student, and speculation is now rife among commentators in the press that the society was at the time—and perhaps still is—a ‘hotbed of extremism’. There have even been some allegations that the society has members that condone acts of violence upon civilians. The university has come under intense pressure to take measures to improve security on the campus, including ensuring that religious societies are closely monitored. There have also been numerous attempts by journalists to contact the society. During this period the relationship between the university and the Islamic society has worsened considerably, with some members of the society feeling that the university has not done enough to defend them from criticism in the media. The two are now struggling to maintain any positive contact. The feeling among the senior staff at the university is that, as a pro-vice-chancellor puts it, “We didn’t get the process of talking to our students right, and didn’t have the skills to engage them”. These staff are fairly certain that the Islamic society is very different now compared to the picture that is being painted of it eight years ago; and while they accept that there is still a possibility that extreme views may Issues to consider exist on the fringes—which they are keen to develop a response to—they are also concerned about being pressured into adopting invasive and unhelpful security measures. It is not easy to move ř :KDWFRXOGWKHXQLYHUVLW\KDYHGRQHWR forward, however, while there are tensions on the campus. avoid these problems? ř +RZVKRXOGWKHXQLYHUVLW\QRZUHVSRQG" ř +RZVKRXOGXQLYHUVLW\OHDGHUVPDQDJHWKH relationship with the Islamic society during this time? ř +RZVKRXOGWKHXQLYHUVLW\ŐDQG LWVVWXGHQWVŒVRFLHWLHVŐPDQDJHLWV relationship with the police and the media?

Model responses

Complying with the law acceptable use of university facilities are developed, including The Acts that are most relevant are the Racial and Religious Hatred Internet access; that procedures are put in place to ensure $FW  DQGWKH7HUURULVP$FW  7KHƂUVWRIWKHVHPDNHV that any publications or literature being held or distributed it an offence to ‘stir up hatred’ against any persons on grounds of RQ FDPSXV FDQ EH WUDQVODWHG TXLFNO\ LQWR (QJOLVK DQG WKDW their religion. The second outlaws: acts preparatory to terrorism; clear reporting mechanisms are set up for staff and students HQFRXUDJHPHQW WR WHUURULVP LQFOXGLQJ WKH őJORULƂFDWLRQŒ RI to report any concerns within the institution, with senior staff terrorism); and dissemination of ‘terrorist publications’. What a LGHQWLƂHGWRDFWDVRIƂFLDOFRQWDFWSRLQWVZLWKWKHDXWKRULW\ university must do in response to these Acts is a matter for some to make decisions about when to contact the police. In debate. Government documents on this subject recommend addition to this, they also recommend increasing student the following: that appropriate mechanisms are established to VXSSRUW E\ VHWWLQJ XS FRQƂGHQWLDO KHOSOLQHV DQG VXSSRUW deal with unlawful speech on campus; that clear policies about services for those worried about friends and peers who may EHEHLQJGUDZQWRZDUGYLROHQWH[WUHPLVPEULHƂQJSHUVRQDO

10 Case studies tutors about how to deal with students who come to them with the simplistic or conspiratorial language used, both by those TXHVWLRQVDQGPDNLQJVXUHDOOVWXGHQWVDUHDZDUHWKDWSHUVRQDO who support violent extremism and in some discussions and senior tutors are willing to hear any concerns they may have. about the relationship between Islam and political violence. However, it has been argued these measures risk restricting the Within a university context, it should be possible to host individuals’ rights and introducing a surveillance aspect, so they discussions about the injustices and political struggles to remain highly controversial (see below). which extremists often refer which present them in their full complexity. This may, however, cause unease in universities Additional options that see themselves as secular. Many have argued that The worsening relationship with the Islamic society might have discussing religion in these terms leads to its construction been avoided if the university had built a closer relationship in precisely the problematic ways which generate distrust. with it, enabling them both to be resilient after the crisis broke. Common sense would suggest an approach that takes the Possible measures that might have helped include the creation KHDWRXWRIŐUDWKHUWKDQVWRNHVŐWKHƂUH of a dedicated forum for faith groups to talk with staff at the XQLYHUVLW\7KHXQLYHUVLW\FRXOGDOVRKDYHORRNHGVSHFLƂFDOO\DW the provision of Muslim chaplaincy support on campus (which is also recommended in government publications on this subject), Available resources which might be able to work with both the society and other General advice on promoting good campus relations can areas of the university. These measures could open and refresh be found in the updated ECU/UUK report, Promoting Good interfaith and inter-cultural dialogue, and lead to a more positive Campus Relations: An Institutional Imperative. Information culture at the university. can also be found in the organisation’s older publication Promoting Good Campus Relations: Dealing with Hate University leaders might have responded to this event by Crimes and Intolerance: recognising that during this period the Muslims registered at WKHXQLYHUVLW\DQGPHPEHUVRIWKH,VODPLFVRFLHW\VSHFLƂFDOO\ ZZZHFXDFXNSXEOLFDWLRQVƂOHVSURPRWLQJJRRG may be under severe pressure, and offering to develop closer campus-relations-update.pdf/view relations to assist them in dealing with media and wider public scrutiny. This could involve consulting the society regarding www.universitiesuk.ac.uk/Publications/Documents/ any changes to policy that were proposed in response to the promotinggoodrelations.pdf episode to ensure their concerns could be heard. It might also involve helping the society to promote a positive public image The UK Government’s advice on this subject can be found E\FUHDWLQJRSSRUWXQLWLHVIRURWKHUVWXGHQWVDQGVWDIIWRƂQGRXW in the Department for Business, Innovation and Skills (BIS) about what it does. University leaders could also consider making report, Promoting Good Campus Relations, Fostering a statement jointly with the Islamic society to the national press Shared Values and Preventing Violent Extremism in WKURXJKLWVPHGLDUHODWLRQVRIƂFHUV Universities and Higher Education Colleges: www.bis.gov.uk/assets/biscore/corporate/migratedD/ Religion in the university: key choices ec_group/22-07-HE_on Of all the challenges that university leaders face, this one tends WR DURXVH WKH PRVW FRQFHUQ DQG FDXVH WKH PRVW VLJQLƂFDQW IFNUK has published a short guide called Looking After One disagreements. Some may see this is a matter for the law only Another: The Safety and Security of our Faith Communities, and not for the university, with the university staff having no role which offers advice for faith groups after traumatic events: DVLGHIURPFRPSO\LQJIXOO\ZLWKOHJDOUHTXLUHPHQWV6RPHPD\ www.interfaith.org.uk/publications/ have concerns about the potential for misleading and in some lookingafteroneanother.pdf cases even Islamophobic coverage in the media to not just do damage to the university’s reputation, but also to pressure it into 7KH(FRQRPLFDQG6RFLDO5HVHDUFK&RXQFLO (65& EULHƂQJ limiting academic and religious freedom. There may be worries paper Security, Terrorism and the UK contains details of about, for example, restrictions being applied to discussions building resilience at times of crisis: about the state’s monopoly on the legitimate use of force. This ZZZFKDWKDPKRXVHRUJXNƂOHVBESVHFXULW\SGI may cause university leaders to respond by resisting pressure to take drastic measures and by stressing publicly that, whatever the situation when the men were at the university, the Islamic society is now open and accommodating. In particular, some may feel that close monitoring of the society, particularly by external institutions such as the police or security services, is unnecessary, unhelpful and unjust. University leaders may wish to use these arguments to take a principled stance on the matter.

2QH RI WKH PRVW VLJQLƂFDQW FKRLFHV WKDW XQLYHUVLWLHV IDFH LQ relation to this example is whether they should try to develop links with religious societies. Some university leaders may feel that WKHLQVWLWXWLRQFRXOGEHQHƂWE\WDNLQJVWHSVWRJHQHUDWHDFXOWXUH of openness about religious faith which provides opportunities to debate religious and political issues. This may help to break down

11 Leadership challenges

Student societies and clubs 6 Autonomy of student societies

&RQVLVWHQWO\RYHUWKHODVWƂYH\HDUVERWKFKDSODLQF\DQGXQLYHUVLW\ management have struggled to maintain any kind of formal relationship with the Christian union at this university. This has caused a number of problems. The society has had uneasy relations with the Islamic society, with the two groups arranging debates where each side has attempted to ‘prove’ its faith is true. The society is thought to have a number of members who hold views that clash with what is taught in the university’s science departments as well. As the chaplaincy co-ordinator comments, these “people with a fundamentalist viewpoint are shutting their eyes to vast chunks of medicine—[and] there’s evolution, history, geology, astronomy”. 0RVWVLJQLƂFDQWO\FRQFHUQVKDYHEHHQUDLVHGWKDWWKHVRFLHW\Ő or perhaps certain sections of it—demonstrates characteristics associated with ‘high pressure groups’. It is rumoured, for example, that some leaders of the society focus on guilt and shame tactics, encourage members to put their meetings and activities before all other commitments, including studying, and compel students WR JLYH PRQH\ WR WKH VRFLHW\ HYHQ LI WKH\ DUH KDYLQJ ƂQDQFLDO SUREOHPV+RZHYHULWKDVEHHQYHU\GLIƂFXOWWRPDNHDMXGJHPHQW about this, as the society is so isolated.

Issues to consider

ř ,VWKHUHDQ\WKLQJWKDWWKHXQLYHUVLW\ can do to bring this society into regular contact with chaplaincy and other staff?

ř ,VWKDWDZLVHDLPRUVKRXOGWKHVRFLHW\ŒV autonomy be respected?

ř $UHWKHUHDQ\SROLFLHVDQGSUDFWLFHVWKDW the university could put in place to deal with the associated problems?

ř :KRVKRXOGEHUHVSRQVLEOHIRUGHDOLQJ with the issue?

Model responses

Complying with the law the answers’; that make their members feel unworthy; that This example has few obvious legal implications, but the speak in a derogatory way about their members’ past social university should be aware of the possibility of allegations DIƂOLDWLRQVRUWKDWVHHGRXEWVDQGTXHVWLRQVDVVLJQVRIZHDN of harassment on campus. Many universities have student faith. The university should be very careful not to unjustly support centres that students can turn to when they are facing stereotype religious groups in these materials. SHUVRQDOGLIƂFXOWLHV%XWWRHQVXUHDQ\ULVNWRLQGLYLGXDOVWXGHQWV is minimised university leaders may wish to put in place formal Additional options policies and disseminate information about these services to The student society in this case has been reluctant to engage students on campus. Such advice might contain information with the chaplaincy service. However, there are examples that would help students to recognise some of the warning from other HEIs that show that over time and with dedicated signs of high pressure groups: societies that claim to have ‘all efforts by chaplaincy staff it is possible to build bridges. At one university, for example, when the new Muslim chaplain began

12 Case studies work in 2002 he found that the Islamic society felt wary of him, and debate that could start with one to one or small group worrying they might lose their voice if there was an ‘establishment interaction and grow into something broader. It is likely that ƂJXUHŒ FDSDEOH RI VSHDNLQJ IRU 0XVOLPV RQ FDPSXV $V LQ WKH community development principles and practices would above case, the society had been involved in hostile debates inform this university’s responses to isolation of parts of the with the Christian union. But by involving himself in the society’s university body and would seek to nip it in the bud. Such a university may also be willing to offer open discussions of the events as a participant rather than leader, the chaplain was able UHODWLRQVKLSEHWZHHQVFLHQWLƂFDQGUHOLJLRXVSHUVSHFWLYHVLQ slowly to develop a relationship with its leaders, and has been open and organised conversations on campus. able to convince the two societies to use a model of ‘dialogue’ rather than ‘debate’ in their meetings. University leaders might wish to use this chaplain’s example as a model for staff at their HEI to follow. Available resources

If the university has an interfaith group that is made up of students 6SHFLƂFDGYLFHRQWKHUHODWLRQVKLSEHWZHHQVWXGHQWVŒ as well as chaplaincy and other staff it may be possible for it to unions and Christian unions can be found in the ECU’s ƂQGZD\VRIEULQJLQJWKHVHPRUHLQVXODUVRFLHWLHVLQWRWKHRSHQ Guidelines for Students’ Unions and Christian Unions: This may come about through interfaith work by the students www.ecu.ac.uk/inclusive-practice/students-unions-and- and chaplains, or it could be facilitated by engaging the societies christian-unions in a consultation process relating to provision for faith groups or prayer and worship space within the HEI. If the university does Advice on high pressure groups is publicly available on not have such a group it might wish to consider establishing one. the websites of a number of US universities, including the It might consider introducing a policy for all societies to provide University of California, Los Angeles: positive opportunities for a public account of their activities and www.studentgroups.ucla.edu/urcfriend/pressure.html their contribution to university life at regular intervals.

One of the most important areas of contact between societies and the university is through a university’s students’ union. Religious VRFLHWLHVWHQGWREHDIƂOLDWHGZLWKWKHVWXGHQWVŒXQLRQDQGDV part of that process the parties usually enter into discussion to ensure that the society’s name corresponds with its beliefs and activities. HEI leaders may wish to enter into discussion with the students’ union to establish clear guidelines about how these discussions proceed. In cases where either the students’ union RUDUHOLJLRXVVRFLHW\IHHOVWKDWDIƂOLDWLRQLVQRWSRVVLEOHWKH+(, could encourage the parties to make use of its internal processes and procedures to resolve the issues between them. It may be that by working with the students’ union problems can be avoided, and by asking for alignment with the values of openness and transparency, the students’ union can help religious student societies take their place in the wider community. This may not be possible in all cases, as some religious societies may want to UHPDLQXQDIƂOLDWHG(YHQWKHQWKRXJKWKHPDMRULW\ZLOOVWLOOEH committed to the university and want to build good relations with the students’ union and chaplaincy. Religion in the university: key choices This example can be looked at in different ways depending upon the leadership stance that a university takes. Within some universities, particularly those that conceive of themselves as neutral in relation to matters of faith and belief, the autonomy of the student body may be prioritised. This may mean that, aside IURPSURYLGLQJDVVLVWDQFHIRUVWXGHQWVZLWKSHUVRQDOGLIƂFXOWLHV they will allow the society to operate on its own terms. Similarly, a university which sees its role as being primarily to provide a TXDOLƂFDWLRQIRUDMREPD\QRWEHFRQFHUQHGZLWKVWXGHQWVZLWK interpretations of the Bible or other religious texts holding views at variance with what may be taught in science lectures as long as they do not interfere. However, a university that sees faith as a welcome part of the university experience may take a different view, regarding any isolation from the mainstream of the university’s life as a missed opportunity for encounter and enrichment. It may see the evolution of isolation as an opportunity for engaging in dialogue

13 Leadership challenges

Student societies and clubs 7 Religious speech on campus

This university has a number of different religious societies encompassing several of the major faith traditions: Buddhism, Protestant and Catholic Christianity, Hinduism, Islam and Judaism. It is usual for these societies to have stalls at the freshers’ week fair where they attract new members. In recent years, though, VRPHRIWKHVRFLHWLHVKDYHH[SDQGHGVLJQLƂFDQWO\RYHUWKHFRXUVH of the year via atypical contact points. These have included the following: additional one-off on-campus events, with stalls and books; outreach programmes, where the members of the Christian union provide free food, either on-campus or outside the union EDULQWKHHYHQLQJWDONVZKHUHFOHULFDOƂJXUHVKDYHEHHQLQYLWHG to discuss their faith; and visits to halls of residence.

The university does not permit organised proselytising events by students or staff, but there is uncertainty about where to draw the line between discussions of religion and efforts to win converts. Some members of secular societies have also complained informally about an occasion when “a group of evangelical Christians set up a tent and preached in the open space within the university courtyard”, and suggested that some of the students at the university ŔZLOOƂQGWKHVHDFWLYLWLHVWREHLQWLPLGDWLQJSDUWLFXODUO\ because they are not afforded the freedom of walking away”. Issues to consider

ř :KLFKRIWKHVHDFWLYLWLHVVKRXOGWKH university allow, and which should it discourage? ř $UHWKHUHDQ\DFWLYLWLHVWKDWLWVKRXOG forbid? ř :KDWDUHWKHULVNVRIKDUDVVPHQWLQ each of these cases? ř $UHWKHUHDQ\DGGLWLRQDOJXLGHOLQHV which the university ought to give to its societies about what is and is not appropriate discourse?

Model responses

Complying with the law not in, for example, students’ places of residence. It could also In this example the university has to balance its duty to protect stress that public displays and discussions should not violate freedom of speech and organisation with its duty to try and anyone’s dignity or involve behaviour that could result in a prevent behaviour that could be construed as harassment or complaint of harassment. Accordingly, all the above activities that may create an intimidating, hostile, humiliating or offensive would be permitted apart from the visits to halls of residence, environment. To do this, university leaders might choose to although before being given permission to hold public events develop a code of conduct outlining what are and what are VRFLHWLHVPD\EHUHTXLUHGWRVLJQXSWRWKHFRGHRIFRQGXFW not appropriate society activities. This could be developed in and refer any external speakers to the university so that they consultation with students and staff, and could state that while can be checked. displaying information about a religious tradition or society is acceptable, such activities should only take place in public and

14 Case studies

At the same time, while members of secular student societies Available resources may feel that they and other students have been imposed upon, the university must bear in mind that even if students do not 6SHFLƂFDGYLFHRQWKHUHODWLRQVKLSEHWZHHQVWXGHQWVŒ agree with a viewpoint there should be broad acceptance of the unions and Christian unions can be found in the ECU’s right of all students to express their opinions, so long as these Guidelines for Students’ Unions and Christian Unions: do not contravene the law. In addition to establishing a code www.ecu.ac.uk/inclusive-practice/students-unions-and- of conduct for religious societies to sign, it could therefore also christian-unions choose to stress, perhaps in its policy on religion and belief, that in an HE context students need to remain open to other The ECU guide Employing People in Higher Education: beliefs and should not see them as a threat. The exception Religion and Belief contains advice on this precise to this would be any cases of aggressive targeted proselytism that could be interpreted as harassment. To deal with these topic (p.40): the university may wish to put in place procedures for students ZZZHFXDFXNSXEOLFDWLRQVƂOHVHPSOR\LQJSHRSOHLQ and staff to report any problems, and deal with them under its higher-education-religion-and-belief.pdf/view disciplinary procedure. The IFNUK report *RRG,QWHU)DLWK5HODWLRQV7KH1H[W Additional options Generation discusses the issue of targeted student To ensure that events which take place in public do not make proselytism: any staff or students feel intimidated or uneasy, a university may www.interfaith.org.uk/publications/ wish to take steps to construct formal networks and points of nationalmeeting2009.pdf contact which societies can liaise with when organising events. The members of these networks could include staff in chaplaincy, +DUDVVPHQWLVGHƂQHGLQUHODWLRQWRUHOLJLRQDQGEHOLHILQ E&D and student support, and they could work to discuss any the ACAS guide Religion and Belief in the Workplace: A problems and discourage potentially intimidating or divisive Guide for Employers and Employees: behaviour, such as segregating along gender lines at events on http://www.acas.org.uk/media/pdf/9/j/guide_religionB_1. a campus where both genders normally mix freely. They could pdf also encourage behaviours that are open and welcoming to non-members of that society or religious tradition. In addition, the network could endeavour to create formal spaces for conversation between students with different perspectives, including spaces where secular philosophies are able to engage in conversation with religious perspectives. Religion in the university: key choices In some cases, university leaders may wish to remain ‘above the fray’, stressing that, in any case, not all of the societies’ activities can be regulated, and that societies ought to be left alone to act autonomously and informally, with the university only taking action when there are reported cases of harassment or intimidation. Where this is the case, the university might attempt to remain neutral and see forms of proselytisation that are non- aggressive as just another part of university life. The university would not make any efforts to ‘police’ outreach programmes and other such events, as these would be outside its role.

Other universities may wish to become more involved with the activities of religious societies. University staff might assist the societies in the organisation and marketing of events so they do not dominate a particular space and are open and appeal to a broad constituency as an opportunity for learning. These universities might see the presence of religious diversity as offering opportunities for enriching the student experience.

15 Leadership challenges

Student societies 8 Personal harassment in a sports club

A Sikh student has recently complained informally about being harassed to some of the staff at the Department of Sports Science at this university. The student is a Khalsa Sikh, and as such follows the Five Ks, including keeping his hair uncut (kesh), and wearing an arm band (kara), comb (kangha), knee-length shorts (kacchera) and the usual small symbolic dagger (kirpan). He plays for a football team at the university and has said that wearing some of these garments has caused the people he plays with to make jocular, but nonetheless offensive, remarks about him. He has mentioned to the staff that he does not wish to take up the matter formally if it is possible as he recognises there is no ill will in most of the comments, but he would ideally like to be assisted by one or another of the members of staff to prevent the remarks, as they trivialise his religious beliefs. He is happy to put up with light- KHDUWHGPRFNHU\LQUHODWLRQWRPRVWVXEMHFWVEXWIHHOVWKHXQLTXH VLJQLƂFDQFHRIKLVEHOLHIVLVQRWDSSUHFLDWHGE\RWKHUV

Issues to consider

ř :KDWUHVSRQVLELOLWLHVGRHVWKH university have toward the student in this case? ř :KLFKPHPEHUVRIVWDIIVKRXOGGHDO with the problem? ř :KDWSROLFLHVDQGSURFHGXUHVPLJKW help prevent such cases? ř :KDWGHSDUWPHQWVVKRXOGKDYH information about how to deal with this issue?

Model responses

Complying with the law but consist of a general culture which appears to tolerate the 7KHXQLYHUVLW\KDVDQREOLJDWLRQXQGHUWKH(PSOR\PHQW(TXDOLW\ telling of derogatory religious jokes. A university that fails to 5HOLJLRQ DQG %HOLHI  5HJXODWLRQV   DQG WKH (TXDOLW\ $FW protect its staff and students from incidences of harassment (2006) to take steps to avoid harassment on grounds of religion may still be held vicariously liable for the activities of its staff. and belief, including actions that create an intimidating, hostile, To avoid such problems universities need to ensure they make humiliating or offensive environment. Harassment includes reasonable efforts to prevent harassment by implementing intentional bullying which is obvious or violent, but it can also be proper procedures and training. unintentional. It may involve nicknames, teasing, name calling or other behaviour which may not be intended to be malicious but nevertheless is upsetting. It may not be targeted at an individual

16 Case studies

Additional options Available resources The staff contacted by the student will need to speak with those involved in organising sporting activities, who should be able to Details of a university’s legal obligations in relation communicate with those who have been making the remarks. It to religion and belief, including the law relating to may be the case that, as the remarks in this case do not seem to be harassment, can be found in the ACAS guide Religion intentionally malicious, they are rooted in ignorance rather than and Belief in the Workplace: A Guide for Employers prejudice. Better understanding could help resolve the situation, and Employees: and so the staff could choose simply to communicate the www.acas.org.uk/media/pdf/9/j/guide_religionB_1.pdf VLJQLƂFDQFHRIWKHVWXGHQWŒVUHOLJLRXVEHOLHIVDQGWKHDVVRFLDWHG practices to those involved. If this does not help, however, the Details of the Sikh community in the UK and its relationship staff will need to make it clear that continued harassment will be with the Muslims in Britain can be found in The Adab — dealt with under the university’s formal disciplinary procedure. ‘Respect’ Programme, a report published recently by Faith Matters: If not already in place, the university may wish to consider www.faith-matters.org/resources/publicationsreports/ developing clear policy guidance to deal with instances of adab-research-report?format=pdf harassment based on a person’s religion or belief. This might include a clear statement, made available through the university’s Information about Sikhism that HEI leaders may need to be website and other relevant media, making clear that harassment aware of can be found in the HEA’s A Guide to Sikhism: based on a person’s religion and belief is unacceptable and will not be tolerated. This statement should also make clear that www.prs.heacademy.ac.uk/publications/faith_guides.html when students have concerns about harassment they will be taken seriously by all members of staff, and if they feel they are Information about racism and other forms of harassment not taken seriously they can take the matter to a higher level. To in football can be found on the Kick It Out website: make sure that these guidelines come into practice the university www.kickitout.org will need to designate a member of staff—or perhaps a number of members of staff—to deal with complaints.

Many sports centres and educational institutions have, in addition, DIƂOLDWLRQVZLWKFDPSDLJQVDJDLQVWUDFLVPLQVSRUWVXFKDV.LFN,W Out, which has a project to include more South Asian people in football. The university, and the Department of Sports Science in particular, may be able to make use of such programmes. It may be WKHFDVHKRZHYHUWKDWWKHVHSURJUDPPHVGRQRWSD\VXIƂFLHQW attention to prejudices that are linked directly to religion and belief, and so the university could consider modifying or adding to posters and publications that it currently uses to more directly address the problem of faith-based prejudice in sport.

17 Leadership challenges

Student support 9 Religiously sensitive counselling

At a university the counselling service employs three full-time staff who offer support to both staff and students. They are well resourced, well advertised and well used, but some counsellors have raised concerns that some religious students at the university may not be accessing the service. Two possible reasons for this have been suggested. First, they suspect that some of the ethno- religious minorities feel uncomfortable going to a counsellor. The precise extent of this problem is hard for the counsellors to determine, but they suspect the following reason, as given by the university’s Muslim faith adviser:

South Asian students from India, Pakistan, Sri Lanka, Bangladesh— they tend to be very family orientated, and what happens is that they don’t tend to access services. So counselling, dyslexia, disability—they don’t tend to access them. It is deemed a sign of weakness; that family’s seen to be weak. Some students feel they don’t need to access services, because anything can be dealt with in the family, by the family, so they then tend to go back to family DQGWKHIDPLO\FRQƂQHVWKHSUREOHPWRWKHPVHOYHV

Second, they suspect that for some of the students any personal emotional support will have to have a relationship of some sort with their faith. The counsellors—who use a variety of approaches, Issues to consider some more and some less accommodating of religious belief— RFFDVLRQDOO\ƂQGWKHPVHOYHVKDYLQJWRPDNHDGMXVWPHQWVWRWKHLU practice for faith-orientated students. Some also admit to a degree ř $UHWKHUHDQ\FKDQJHVWKDWWKH of uncertainty when talking to students about problems that have counselling service could make HPHUJHG IURP WKHLU VSHFLƂF FXOWXUDO DQG UHOLJLRXV EDFNJURXQGV to ensure their services are more feeling they have a lack of knowledge. accessible? ř ,VWKHUHDQ\WKLQJWKHXQLYHUVLW\FDQGR to determine whether some religious students are not making use of support services because of their faith? ř 6KRXOGWKHXQLYHUVLW\WDNHDQ\VWHSV to help counsellors bridge religious differences, and if so what?

Model responses

Complying with the law to try and reassure students and staff who feel that therapy Although the counselling service will, like other areas of the might be seen by their peers as a sign of weakness. This university, have to comply with legislation regarding direct faith neutral approach may not, however, fully address the and indirect discrimination based on religion and belief, it is concerns of students who feel that such services are not for unlikely that this example has any legal implications in these them, so further measures may be necessary (see below). terms. Nevertheless, the counselling service may wish to emphasise in contact with students that it is open to people of Additional options all backgrounds, and that people using the service will not be It is important for any response to be based on sound judged or treated in any way differently because of their faith information, so the university might decide to take steps to or cultural background. The service might also endeavour to LQYHVWLJDWH WKH GLIƂFXOWLHV IDFHG E\ VWXGHQWV IURP GLIIHUHQW VWUHVVPRUHVWURQJO\WKHFRQƂGHQWLDOQDWXUHRIWKHLUVXSSRUW religious and ethnic backgrounds via a process of consultation. Although this process could involve discussions with chaplains

18 Case studies and religious societies, it would need to engage in conversations UHƃHFWWKHVH,WLVLPSRUWDQWWKDWUHOLJLRXVVWXGHQWVDUHQRW with other students to make sure that services are widely relevant. simply referred to chaplaincies as proxy providers of their This could involve anonymous surveys being disseminated counselling needs. in communal areas. Services could then be tailored to meet QHZO\ LGHQWLƂHG QHHGV DQG OLQNV PDGH ZLWK RWKHU DJHQFLHV where necessary. Available resources Some counselling services advertise their services at the beginning of the year in ‘freshers’ packs’, with one of the aims Details of the different religious traditions in the UK and being to break down the stigma that can surround therapy what universities might need to do to accommodate them and counselling services. These efforts often address what the can be found in the HEA’s faith guides: sociologist Robert Bellah calls “utilitarian individualism”: an http://prs.heacademy.ac.uk/publications/faith_guides.html attitude to life which stresses individual self-reliance and regards any attempt to reach out to others as an admission of weakness. Some details about how students use university services, But it may be helpful for the service to also address religious including some details about ethnic minority uptake of cultures in the same information packs. services, can be found in the Student Experience Report published by the NUS in 2008: Some universities may opt to go beyond compliance with the www.nus.org.uk/PageFiles/4017/NUS_ law, regarding the apparent reluctance of students from ethno- StudentExperienceReport.pdf religious minorities to make use of their counselling service as a failure of the institution to successfully adapt to or provide The UK student services organisation AMOSSHE is setting for their needs. To try and rectify the problem and create an up a ‘knowledge community’ for those working in student inclusive environment, the university could seek to offer guidance services to learn from other institutions’ experiences in the to the counsellors on common religion -VSHFLƂF GLOHPPDV WKDW area of faith and belief. The organisation can be contacted the students at the university face. The university could make by e-mail at [email protected]. use of available resources on different religious traditions to help it to accommodate these students successfully, including My Time is a Birmingham-based counselling service that consultation with the local regional faith forum. Additionally, it specialises in faith-sensitive counselling: could make use of information gathered within the university on www.mytime.org.uk/faith-sensitive-counselling different people’s challenges, and make contact with religiously sensitive counselling services to which referrals could be made. There are also a number of faith-based counselling services located in the UK, including: the Muslim Youth Religion in the university: key choices Helpline; the Raphael Jewish Counselling Service; Colindale The key decision in this case relates to how a university conceives Counselling (Hindu); Maxine Linnell (Buddhist/Christian); of its role regarding E&D. In some cases, universities may see Association of Christian Counsellors (ACC): their role as simply to make sure obvious forms of exclusion www.myh.org.uk and discrimination do not occur on campus by providing for things such as dietary needs. In others, however, a response www.raphaeljewishcounselling.org to E&D legislation may go further, with university leaders seeing themselves as having a commitment to social justice www.colindalecounselling.co.uk and well-being which involves removing any barriers to the full participation of students from different ethnic, cultural, religious www.maxinelinnell.co.uk or class backgrounds. Therefore the response to this problem is likely to be different, involving dedicated efforts to examine www.acc-uk.org and address the root causes of non-participation among certain groups of students. (All of the services mentioned above are British Association for Counselling and Psychotherapy/United The university response may also be affected by how student Kingdom Council for Psychotherapy accredited apart support is viewed. Some authors have attempted to distinguish from the Muslim Youth Helpline, which is a member of between ‘therapeutic’ and ‘holistic’ forms of student support, the the Telephone Helplines Association, and the ACC, which second of these taking a different view of counselling. Although is not itself a counselling service.) it does not reject the idea of therapy as such, this approach tends to emphasise the importance of networks of support involving many areas, including peer support, pastoral support and chaplaincy as part of an effort to support the whole person. Universities that take this approach may choose to encourage the counselling service to work alongside the multifaith chaplaincy. This might allow it to offer forms of support which students from some backgrounds are more comfortable with. It could be that counselling services develop analyses of their provision rooted in the therapeutic and professional literatures and develop policies about engaging with religious students which

19 Leadership challenges

Student support 10 )DLWKDQGVWXGHQWƂQDQFH

The staff that work in the in-house bank at this university have UHFHQWO\ EHHQ JHWWLQJ D QXPEHU RI IDLWKUHODWHG TXHULHV IURP Muslim students. In some cases, the students have asked whether the bank has any Shari‘a compliant loans available. In others, they have asked whether taking out a student loan is permitted according to the Islamic tradition. Some have asked whether — or in what circumstances — they can make use of their overdraft facility. On some occasions students have also mentioned to the staff that they are going against their parents’ wishes by taking out a loan on which interest has to be paid. As the manager of the bank comments, “You do get some students saying, ‘I’m doing this, but please make sure that my mum and dad don’t know about it’”. Given the importance of student loans and overdraft facilities to the ability of students to progress through university, some of the staff at the bank and in other areas of student support have become concerned that this could in some cases cause serious problems — if, for example, a student chose not to take out a loan or if family disagreements caused funds to be cut off. However, they do not know what advice they can offer.

Issues to consider

ř :KDWLQIRUPDWLRQPLJKWEHXVHIXO to these students, and where can it be found? ř $UHWKHUHDQ\RWKHUPHPEHUVRI staff at the university who may be able offer assistance to the students who are asking these questions?

Model responses

Complying with the law Although the bank and other areas of the university have Additional options to comply with legislation regarding direct and indirect 7KHTXHVWLRQRIZKHWKHUDVWXGHQWORDQFRQVWLWXWHVriba (usury) discrimination based on religion and belief, it is unlikely that this is not something on which there is agreement among Islamic example has any legal implications. The university may, however, scholars (‘ulama). Nor is there agreement on whether or not choose to respond to these dilemmas as part of an approach riba is permitted within a European context. Some argue, to E&D that goes beyond legal compliance to address religious IRUH[DPSOHWKDWLWFDQEHMXVWLƂHGRQJURXQGVRIQHFHVVLW\ diversity directly and remove any barriers to participation in HE. (darura). Ultimately, a decision on these matters has to be left to the individual person. However, the university might consider giving students access to information and different scholarly opinions on the issue. The Financial Services Authority

20 Case studies

(FSA) have produced guidance on the topic (see below) that can Available resources HDVLO\EHPDGHDYDLODEOHWRVWXGHQWVZKRPDNHHQTXLULHV7KH bank may also, depending on its commercial position, consider 7KH)6$WKHERG\WKDWUHJXODWHVDOOWKHƂQDQFLDOVHUYLFH RIIHULQJDGYLFHRQZKDWIRUPVRI,VODPLFƂQDQFHDUHDYDLODEOH SURYLGHUVLQWKH8.KDVVHWXSDSURMHFWWREXLOGƂQDQFLDO (Currently the Islamic Bank of Britain is considering introducing capability amongst students in the UK HE sector called an Islamic version of the student loan, but it is not available yet. The Money Doctors. It covers all aspects of student /OR\GV76%RIIHUVDVSHFLƂF,VODPLF6WXGHQW$FFRXQW ƂQDQFHDQGKDVFRQGXFWHGUHVHDUFKRQWKHLVVXHRI ,VODPDQGVWXGHQWƂQDQFH6RPHDGYLFHLVDYDLODEOHLQLWV The university may wish to consider conducting some internal research publications: research to assess the extent and the seriousness of the issue. To ZZZIVDJRYXNƂQDQFLDOBFDSDELOLW\SGIV6HFWLRQB do this, it could establish a religion and belief working group, a Research.pdf subgroup of the university’s E&D team made up of staff, students’ union and faith representatives. This group could consult with ZZZIVDJRYXNƂQDQFLDOBFDSDELOLW\SGIVPGBIDFWVKHHW VWXGHQWV WR ƂQG RXW DERXW WKH GLOHPPDV WKDW WKH\ IDFH DQG pdf feed back the information they gather to the bank’s staff and student support. If the university is able to determine that a A variety of different Islamic scholars’ perspectives on VLJQLƂFDQWQXPEHURIVWXGHQWVDUHFRQFHUQHGDERXWWKLVPDWWHU interest, mortgages and loans has been produced in a they may wish to consider producing general advice for students Q&A format by the organisation Maslaha: themselves with the bank, which all members of student support can then have access to. Indeed, they might judge that making www.maslaha.org such advice and information directly available would encourage Muslim students to feel at home in the university, and advertise http://lovelyeffusion.co.uk/islamic-answers/themes/ them in the prospectus as a matter of principle. They may also thinking-allowed/money-and-employment?show=intro wish to consider sharing their experiences via the nation-wide association for managers of student services, AMOSSHE. The Muslim Youth Helpline is a charity offering advice to young Muslims on these and other similar issues: Students who face these dilemmas while at university might also www.myh.org.uk EHQHƂWIURPEHLQJDEOHWRWDONWKHPRYHUZLWKPRUHH[SHULHQFHG peers from their faith tradition. If the university has a Muslim faith AMOSSHE is setting up a ‘knowledge community’ for adviser then any members of staff who come into contact with those working in student services to learn from other VWXGHQWVZLWKWKHVHTXHVWLRQVFRXOGVXJJHVWWKDWWKH\JRWRVHH institutions’ experiences in the area of faith and belief. him/her to discuss the matter. If the university does not have a The organisation can be contacted by e-mail at info@ faith adviser of any sort, it could consider opening up a position, amosshe.org.uk. or making contact with trusted religious leaders in the local DUHD &UHDWLQJ OLQNV EHWZHHQ ƂQDQFH RIƂFHUV VWXGHQW VXSSRUW and chaplaincies, and public demonstrations of their partnership approach, could be very helpful. Religion in the university: key choices 7KLV H[DPSOH UDLVHV TXHVWLRQV DERXW ZKHWKHU LW LV DSSURSULDWH for universities to offer advice that might seem religious in nature. Many universities, particularly those that see themselves as secular institutions, are likely to be reluctant to offer Islam- VSHFLƂF DGYLFH DQG PLJKW ZDQW WR UHIUDLQ IURP FRPPHQWLQJ on the issue of whether or not a particular product offered by a bank or the Student Loans Company is ‘Islamically valid’. Yet ZKHUHVWXGHQWVKDYHVSHFLƂFTXHULHVVRPHXQLYHUVLWLHVPD\ZDQW to provide them with assistance. Some may see this as part of a broader commitment to try and remove any possible barriers to participation or obstacles students might face to completing their courses. Others may be more willing to support a culture of open dialogue around religious faith. In such cases, university leaders may see a role for offering internal or external advice.

21 Leadership challenges

Chaplaincy 11 Recognition of chaplains

A university has had a small Anglican chaplaincy for the last few decades. It is run by a member of the clergy who splits his time between his local parish and the university. In recent years, the student support team has been considering moving toward a multifaith chaplaincy model, which they hope will eventually have links with faith advisers from all the major religious traditions. The plan has the support of the university’s senior management team and the chaplain himself, but a number of complications have DULVHQDVLWKDVEHHQSXWLQWRDFWLRQ7KHPRVWGLIƂFXOWDUHDKDV been the recognition given to different faith advisers.

One of the larger religious student societies is linked to liberation theology (a movement which has sometimes been charged with being Marxist and even revolutionary), and is run with the assistance RIDFOHULFZLWKQRIRUPDOFKXUFKDIƂOLDWLRQ7KHXQLYHUVLW\DOVRKDV two Jewish societies, one linked with the nation-wide University Jewish Chaplaincy (UJC) and the other with the Chabad Lubavitch movement, which has an ‘evangelising’ role and looks to bring Jewish students ‘back to Judaism’. The university is reluctant to have too many advisers listed, but the societies that these chaplains serve are both large, much larger than the fairly small Sikh and Hindu societies. The chaplain from the Chabad Lubavitch movement has complained informally about feeling excluded Issues to consider from the university. He has asked to be “recognised as a chaplain RIWKHXQLYHUVLW\ZKLFKZRXOGJLYHPHVWDWXVDQGLGHDOO\ƂQDQFLDO reward too”. ř :KDWGLIIHUHQWVWUDWHJLHVFRXOGWKH university employ when deciding who to give recognition to?

ř :KDWFDQWKHXQLYHUVLW\GRWRZRUN out what the students need? ř :KDWGLIIHUHQWNLQGVRIUHFRJQLWLRQLV the university able to offer?

ř $UHWKHUHDQ\( 'LVVXHVWKDWDUH relevant?

Model responses

Complying with the law that they are able to dedicate more time to their students. Universities are not obliged to provide a faith adviser for each Some universities, particularly those that have Christian UHOLJLRXVWUDGLWLRQDQGDUHQRWUHTXLUHGWRPDNHDQ\DGMXVWPHQWV foundations, also have longstanding Anglican chaplaincy WKDW ZRXOG UHTXLUH VLJQLƂFDQW H[SHQGLWXUH 1HYHUWKHOHVV LW LV posts. This gives universities an incentive to create voluntary good practice to provide for different faith groups, either on RUIXQGHGFKDSODLQF\SRVLWLRQVIRURWKHUIDLWKV7KHGLIƂFXOW\ DQHTXDORUSURSRUWLRQDOEDVLVRUDWOHDVWEDVHGXSRQGHPDQG KHUH WKRXJK LV WKDW LI D XQLYHUVLW\ ƂQDQFLDOO\ VXSSRUWV RQH +RZHYHUGRLQJWKLVFDQSUHVHQWFHUWDLQGLIƂFXOWLHV2QHSUREOHP chaplain and not another (for example, Muslim but not Jewish) is that different faith communities often have access to different it may attract criticism for favouring one tradition above the ƂQDQFLDODQGPDWHULDOUHVRXUFHV,QVRPHXQLYHUVLWLHVFKDSODLQV others. Indeed, it might invite claims that it is discriminating are funded or part-funded by a particular diocese, which means against those traditions which do not receive funding. The

22 Case studies reasoning for all decisions will therefore have to be made clear Available resources to everyone concerned. A comprehensive study of university chaplaincy has been Additional options undertaken for the Church of England Board of Education The trend in many universities is for the established (and in most by Jeremy Clines entitled Faith in Higher Education FDVHV$QJOLFDQ FOHULFDOƂJXUHWRWDNHRQDUROHDVWKHPXOWLIDLWK Chaplaincy. It offers a number of chaplaincy models: chaplain, with that role consisting both of pastoral duties and www.cofe.anglican.org/info/education/hefe/he/faithsinhe/ co-ordination of the process by which other faith advisers are ƂKHFVXPPSGI recognised by the university. In such cases recognition of the different religious leaders can be left to the chaplaincy co- ,QDGGLWLRQ$WDXOODK6LGGLTXLŒVUHSRUWIslam at Universities ordinator’s personal experience, and he or she can identify LQ(QJODQG0HHWLQJWKH1HHGVDQG,QYHVWLQJLQWKH)XWXUH DGYLVHUVLQWKHORFDODUHDZKHUHQHFHVVDU\7KLVKDVWKHEHQHƂW contains a detailed discussion of Muslim chaplaincy and its RIEHLQJFRVWHIIHFWLYHDVLWUHTXLUHVIHZH[WUDUHVRXUFHV7KLVFDQ possible futures: be complemented by giving volunteers from different religious traditions partial recognition and status. The leaders of different www.mihe.org.uk/mihe/upload/documents/siddiqui_ religious societies and local religious leaders contacted by the report2007.pdf chaplaincy co-ordinator could be given, for example, freedom to operate on campus, access to information about booking rooms, The ECU guide Religious Observance in Higher Education: and a weekly slot in the available chaplaincy building. By giving Facilities and Services gives general guidance on IDLWK DGYLVHUV FOHDUO\ GHƂQHG UROHV WKH\ DUH OLNHO\ WR EH PRUH chaplaincy roles (p. 6): effective and ‘at home’ in an HE context. ZZZHFXDFXNSXEOLFDWLRQVƂOHV5HOLJLRXVREVIDFLOLWLHV DQGVHUYLFHVEULHƂQJSGIYLHZ Religion in the university: key choices 7KLVFDVHUDLVHVTXHVWLRQVDERXWWKHSODFHRIFKDSODLQF\ZLWKLQWKH The ECU guide Employing People in Higher Education: internal structure of the university’s support services. A university Religion and Belief gives advice on setting up a religion that sees itself as neutral may be reluctant to fully include and belief working group: different chaplaincy services and faith advisers, or for religious ZZZHFXDFXNSXEOLFDWLRQVƂOHVHPSOR\LQJSHRSOHLQ ƂJXUHVWRKDYHDIRUPDOUHODWLRQVKLSZLWKRWKHUPHPEHUVRIVWDII higher-education-religion-and-belief.pdf/view It may be seen as best for the chaplaincy to be effectively a semi- autonomous space, separate from other university settings. In a university that prioritises collegiality, on the other hand, it may be considered best in the long term for the chaplaincy co-ordinator and other faith advisers to have a wider role in student services so that they can build links with other areas of student support.

Of course, there may be individuals in university settings who incline toward a more aggressively secular stance based on őKDUG QHXWUDOLW\Œ DQG ZKR ZLOO TXHVWLRQ WKH SODFH RI UHOLJLRXV advisers within a public institution. Although HEIs must try to avoid indirect discrimination by making allowances for religious observance, it may be argued that they have no obligation to provide any chaplains or faith advisers, so no religious staff VKRXOGEHRIƂFLDOO\UHFRJQLVHG$OWKRXJKWKLVZRXOGQRWEHDQ HQWLUHO\LQYDOLGDUJXPHQWWKHUHDUHVHULRXVTXHVWLRQVWKDWPLJKW be raised about whether such an approach provides a positive student experience, and if some members of faith groups may be put off HE as a result.

23 Leadership challenges

Chaplaincy 12 Establishing a GOR

The chaplaincy at a university has had a church-funded Anglican chaplain for a number of years, and the university is now considering SURYLGLQJHTXDOIXQGLQJIRUD0XVOLPFKDSODLQLQUHVSRQVHWRDGYLFH contained in reports to government and to demand from students and staff. There is a good deal of support for the appointment, but there is unease among staff about two things. First, if the post is DJUHHGLWZLOOEHDJHQXLQHRFFXSDWLRQDOUHTXLUHPHQW *25 IRU the post holder to be a Muslim. The university is uncertain about how to ensure that it advertises and recruits for the post without contravening E&D legislation. Second, some of the members of the appointments committee are concerned that it might unfairly advantage Muslim students if the university funds a Muslim chaplain and not Hindu, Buddhist and Jewish chaplains as well. Funding all RIWKHVHSRVWVZRXOGSODFHVHULRXVSUHVVXUHRQƂQDQFLDOUHVRXUFHV at a time when other areas of the university are at risk of cuts, but the committee members are concerned that to only fund one religious tradition could be considered discriminatory.

Issues to consider

ř :KDWSUHFDXWLRQVZLOOWKHXQLYHUVLW\ have to take to ensure it stays within the law concerning GORs?

ř $UHWKHVWDIIRQWKHDSSRLQWPHQW committee right to be concerned about discriminating against other traditions? ř ,VWKHUHDQ\WKLQJWKHXQLYHUVLW\FDQ show to justify its stance?

Model responses

Complying with the law VKRXOG EH LGHQWLƂHG EHIRUH WKH YDFDQF\ LV DGYHUWLVHG DQG The law will only allow employers to treat applicants differently any advertisements and material sent to potential applicants on the grounds of religion or belief if possessing a particular should clearly show that the employer considers that a UHOLJLRQRUEHOLHILVDGHWHUPLQLQJRFFXSDWLRQDOUHTXLUHPHQWIRU GOR applies. The point should also be reiterated during the that post. If an employer wishes to claim a GOR he or she must selection process. The situation should be reassessed on each consider what the duties are for which an exemption is to be occasion the post becomes vacant to ensure that the GOR can claimed, and carry out an assessment to make sure that it would still be validly claimed, and the basis on which all decisions are EHXQUHDVRQDEOHWRUHTXLUHRWKHUHPSOR\HHVWRXQGHUWDNHWKRVH made should be communicated clearly to everyone, including duties. Someone who is employed as a religious professional to both students and staff. serve a particular faith group will almost certainly have to be a member of that group, so a GOR should apply in this case. GORs

24 Case studies

Additional options Available resources One way in which university leaders could justify their decision to claim a GOR exemption for just one or two religious faiths is by Details of what can be considered a GOR can be found on basing it on the HEIs own internal and wider community needs WKH(TXDOLW\DQG+XPDQ5LJKWV&RPPLVVLRQZHEVLWH and demographics. By making sure that it makes provision which www.equalityhumanrights.com/your-rights/religion-and- UHƃHFWVLWVUHOLJLRXVPDNHXSWKHXQLYHUVLW\ZLOOEHDEOHWRFRXQWHU belief/when-does-the-law-allow-religious-discrimination/a- the claim that it has favoured one religious faith over another. In genuine-occupational-requirement/ this case, if there are more Muslim students who have expressed WKH GHVLUH IRU UHJXODU DFFHVV WR D FOHULFDO ƂJXUH WKHQ WKH +(,V A more detailed account of the law relating to GORs FKRLFHFRXOGEHMXVWLƂHG+RZHYHULWZRXOGEHYHU\LPSRUWDQW can be found in Appendix 1 (pp. 35-36) of the ACAS for the university to consult with other religious groups so that guide Religion and Belief in the Workplace: A Guide for the decision can be made based upon sound information. The Employers and Employees: XQLYHUVLW\ZRXOGDOVREHQHƂWIURPPDNLQJDSSRLQWPHQWVZKLFK www.acas.org.uk/media/pdf/9/j/guide_religionB_1.pdf V\PSDWKLVHLQWHOOLJHQWO\ZLWKDOOIDLWKWUDGLWLRQVZLWKRXWUHTXLULQJ DQ\ SDUWLFXODU UHOLJLRXV DIƂOLDWLRQ WR EH VSHOW RXW 9ROXQWHHU Descriptions of various chaplaincy models, and their chaplains are also a useful resource in extending the capacity of advantages and disadvantages, can be found in the Church paid posts. of England Board of Education’s report by Jeremy Clines, Faiths in Higher Education Chaplaincy: Another option for a university that seeks to provide a chaplaincy ZKLFK UHƃHFWV WKH QHHGV RI VWXGHQWV VWDII DQG WKH ZLGHU www.cofe.anglican.org/info/education/hefe/he/faithsinhe/ FRPPXQLW\ LV WR FUHDWH D SRVW ZKLFK VSHFLƂHV WKH JHQHUDO ƂKHFVXPPSGI UHTXLUHPHQW WKDW WKH DSSRLQWHH PXVW GHPRQVWUDWH H[SHUWLVH working with many faith traditions. This might mean that, in $WDXOODK6LGGLTXLŒVUHSRUWIslam at Universities in England: common with many Anglican chaplains in universities in the UK, 0HHWLQJWKH1HHGVDQG,QYHVWLQJLQWKH)XWXUH offers a the Muslim chaplain appointed by the university would have to MXVWLƂFDWLRQIRUXQLYHUVLW\IXQGHGFKDSODLQF\SRVWV balance his or her pastoral role with a broader multifaith role. www.mihe.org.uk/mihe/upload/documents/siddiqui_ The new chaplain might help with the events of other religious report2007.pdf groups, for example. This could make a GOR harder to claim, WKRXJKDVWKHZKROHUROHZRXOGQRWEHUHOLJLRXVO\VSHFLƂF*25V are always open to challenge, the burden of proof being on the employer to establish its validity.

25 Leadership challenges

Teaching and curricula 13 References to religion

The head of the Department of Anthropology at a university has LQ UHFHQW \HDUV HQFRXQWHUHG D QXPEHU RI GLIƂFXOWLHV UHODWHG WR religion in lectures and tutorial groups. Many of these appear to stem from an increased interest in religion among the students in her department. One lecturer, who describes himself as agnostic, has mentioned to her that it is becoming increasingly common for his students to make reference to their faith within classes. He does not always know how best to deal with these references, partly because he is not always comfortable with the personal dimension, DQGSDUWO\EHFDXVHKHVD\VKHGRHVQRWKDYHVXIƂFLHQWNQRZOHGJH of his students’ beliefs. Another lecturer has received complaints that alleged she made disparaging remarks about religious belief in classes. One of the students objected, for instance:

,QRQHRIP\ƂUVWOHFWXUHVŐLWZDVKRUULEOHŐWKHSURIHVVRUFUDFNHG DMRNHDERXWUHOLJLRXVSHRSOHDQGHYROXWLRQDQGLWZDVVSHFLƂFDOO\ related to Christians. Like, if he had said that about another religious group it would have been a problem because it would have been considered rude but because it’s Christian it’s okay to have an intellectual dig.

Issues to consider

ř +RZPLJKWWKHGHSDUWPHQWUHVSRQGWRWKH students bringing up comments about faith or who make sense of their work in religious terms? ř +RZVKRXOGWKHGHSDUWPHQWUHVSRQGWR the complaints about the trivialisation of students’ religious beliefs? ř $UHWKHUHDQ\VSHFLƂFOHJDOLPSOLFDWLRQV"

Model responses

Complying with the law the lecturer was stirring up hatred or infringing the rights The Education Reform Act (1988) places a duty on HEIs to ensure and freedoms of others would there be a valid reason to WKDW DFDGHPLF VWDII KDYH IUHHGRP ZLWKLQ WKH ODZ WR TXHVWLRQ consider taking disciplinary action or restricting her freedom and test received wisdom, and to put forward new ideas and of expression. controversial or unpopular opinions without placing themselves in danger of losing their jobs or any institutional privileges they Additional options may have. But staff should also not violate anyone’s dignity One way in which complaints like this one might be avoided or create an intimidating, hostile, humiliating or offensive is by producing guidelines that are made available to both environment, which could constitute harassment according to academic and support staff. Ideally these could outline what WKH(PSOR\PHQW(TXDOLW\ 5HOLJLRQDQG%HOLHI 5HJXODWLRQV   does and what does not constitute offensiveness, harassment DQGWKH(TXDOLW\$FW  $Q\IRUPDOFRPSODLQWZRXOGKDYHWR or behaviour that could be construed as intimidating. The be investigated in the usual way and the reasons for any decision policy could stress, for example, that disagreement with clearly stated, taking into consideration the manner in which the claims made by religious people or groups and criticisms of subject was discussed by the lecturer and the genuine concern XQHWKLFDORUDQWLLQWHOOHFWXDOEHKDYLRXUVKRXOGQRWEHVWLƃHG of any students. Yet in this case only if there were concerns that But it might also stress that repeatedly making pejorative

26 Case studies generalisations about religious believers may be unacceptable Available resources and unconducive to learning. Details of what constitutes harassment on grounds of A university that seeks to respond to the religious diversity of its religion and belief can be found in the ACAS guide students might choose to encourage its teachers and lecturers Religion and Belief in the Workplace: A Guide for to pay attention to and engage with religious attitudes and Employers and Employees: beliefs, and give guidance on doing so. Such guidance might www.acas.org.uk/media/pdf/9/j/guide_religionB_1.pdf stress the importance of recognising when lecture topics relate WRTXHVWLRQVRIUHOLJLRXVEHOLHIVXFKDVZKHQTXHVWLRQVHPHUJH The National Association of Student Personnel DERXWWKHQDWXUHDQGVWDWXVRIKXPDQOLIHRUZKHQTXHVWLRQVDULVH Administrators in the US has published a guide called that have moral or metaphysical dimensions. It could also include Learning Reconsidered: A Campus-Wide Focus on the WLSVRQKRZWRGLVFXVVWKHVHTXHVWLRQVLQVHPLQDUVVXFFHVVIXOO\ Student Experience which contains details on personal advising seminar leaders, among other things: to be clear about development in learning: the aims of the discussion; to break down formal hierarchies to HQDEOHWKHIUHHDQGKRQHVWƃRZRILGHDVLQFRQYHUVDWLRQDQG www.myacpa.org/pub/documents/LearningReconsidered. to acknowledge that anyone, including staff, can feel vulnerable pdf when entering discussions of these topics. 6RPHRIWKHTXHVWLRQVUDLVHGDERYHDUHPHQWLRQHGLQ 2QHWKLQJWKDWDFRPPLWPHQWWRHTXDOLW\DQGVRFLDOMXVWLFHLV the Wingspread Declaration on Religion and Public Life: often thought to involve is recognition that certain historical Engaging Higher Education, which is produced by the experiences and events might mean different things to different Society for Values in Higher Education in the US: cultural and religious groups. For example, the study of the history www.aacu.org/meetings/faculty/2006/documents/ of colonisation and slavery, the Holocaust and the Reformation :LQJVSUHDGSGI might affect people from different ethnic and religious backgrounds differently. A university that has as one of its aims The Public Conversations Project in the US provides a a commitment to religious literacy might encourage teachers QXPEHURIJXLGHVWRGLVFXVVLQJGLIƂFXOWWRSLFVLQFOXGLQJ and lecturers to be aware of this in classes and seminars. This their report )RVWHULQJ'LDORJXH$FURVV'LYLGHV$1XWV might involve leaving more space in seminar groups for personal and Bolts Guide from the Public Conversations Project: UHƃHFWLRQRQOHFWXUHWRSLFVRUPDNLQJLWFOHDULQHVVD\TXHVWLRQV www.publicconversations.org WKDWVXFKUHƃHFWLRQVDUHZHOFRPHSURYLGHGWKH\DUHLQWHOOHFWXDOO\ rooted and the intellectual implications are drawn out. www.publicconversations.org/docs/resources/Jams_ website.pdf Religion in the university: key choices 7KLV H[DPSOH UDLVHV FRPSOLFDWHG TXHVWLRQV DERXW WKH UROH Mark U Edwards Jr has written an article discussing the that educators have with regard to their students. In some ways in which religion and academic practice intersect universities, and in some disciplinary contexts, the staff may in Bulletin, a magazine published by the Harvard Divinity feel that students do not—perhaps should not—need to have a School: personal relationship with what is being taught. www.hds.harvard.edu/news/bulletin_mag/articles/34-3_ edwards.html By contrast, some educationalists argue that within HE students tend to develop more complex epistemological beliefs, and that The same author has also published a book on the topic education should offer opportunities to develop one’s identity by entitled Religion on Our Campuses (London: Macmillan, engaging in epistemological debates and exploring alternative 2006). ontologies. For some, this can mean: dealing with internalised oppression; mediating among multiple identities; and including R J Nash et al’s book How to Talk About Hot Topics on information about other religious, spiritual or cultural practices. Campus (San Francisco: Jossey-Bass, 2008) includes a A university that regards the personal development of students detailed guide to discussing personal beliefs in seminar as centrally important may choose to incorporate religious groups. considerations into aspects of teaching and learning where they have intellectual currency or epistemological resonance. This )XUWKHUUHƃHFWLRQRQKRZWRWDONDERXWSHUVRQDOEHOLHILQ will not always be possible and/or suitable in some disciplines, HE can be found in D Jacobsen and R H Jacobsen’s book RUDWOHDVWWKHTXHVWLRQVZLOOHPHUJHLQGLIIHUHQWZD\VLQGLIIHUHQW The American University in a Postsecular Age (Oxford: OUP, GLVFLSOLQHV %XW ZKHUH PRUDO RU WKHRORJLFDO TXHVWLRQV HPHUJH 2008). or where deep philosophical debates are taking place, it may be relevant. It is advisable that comments on and references An account of learner-centred teaching can be found in to religious faith in such contexts are kept impersonal, and are Elizabeth J Tisdell’s book Exploring Spirituality and Culture related to intellectual debate and argument. in Adult and Higher Education (San Francisco: Jossey-Bass, 2003).

27 Leadership challenges

Teaching and curricula 14 Foundational knowledge

Over the last half-decade this university has successfully implemented a widening participation strategy, the main aim of which was to increase the number of applicants to the university from the local area. A large proportion of its student population now comes from close by, many from the sizeable Bengali Muslim community which has been until recently under-represented. Successful though this strategy has been, concerns have been raised by some of the lecturers and by staff at the Centre for Lifelong Learning that some of the local students lack what one of the tutors terms “foundational knowledge”.

The Bengali Muslim students are mainly the second generation of immigrant families from rural backgrounds, and have tended not to take up humanities disciplines, which raise obvious epistemological dilemmas, with those that do often appearing to struggle. One of the senior lecturers worries that the university LV WRR IUHTXHQWO\ ŔLJQRULQJ WKH LQƃXHQFH RI UHOLJLRQ DQG KRZ religion is mediated through a rural culture”. It needs, he argues, to give the students at the university a better understanding of “the values that our institutions embody, which we embody as a UHVXOWRIRXUGLVWLQFWLYHKLVWRU\DQGRXUGLVWLQFWLYHFRQƃLFWVŕ$W the moment, he believes, the undergraduates are not being given necessary forms of social capital and cultural literacy. As he puts Issues to consider it himself:

I don’t think they’re getting the skills and competences that they ř :KDWFDQWKHXQLYHUVLW\GRWRDVVHVV need to survive outside this city and that would be disastrous for the extent of the problem, and see if them—and disastrous for the city too, really. the lecturer is correct? ř $UHWKHUHDQ\DOWHUQDWLYHZD\VRI looking at the issue? ř :KDWSUDFWLFDOVWUDWHJLHVFRXOGKHOS transmit the kind of foundational knowledge that is not being taught? ř ,VLWLPSRUWDQWWKDWWKH\KDYHWKLV knowledge and is it the university’s responsibility and role to provide it?

Model responses

Complying with the law of the student population underperforming against There are no immediate legal implications in this case, but employability criteria. there are policy guidelines. For many universities, the number of students who go on to get jobs commensurate with their Additional options TXDOLƂFDWLRQVLVDNH\SHUIRUPDQFHLQGLFDWRU7KHUHIRUHHYHQ University leaders will want to make sure that the perception is universities that view themselves as neutral with regards correct. To do this the university may wish to examine the data religious faith, and that do not usually regard it as necessary LWFROOHFWVRQHWKQLFLW\DQGVHHLIDQ\VLJQLƂFDQWGLIIHUHQFHV to respond to a student’s cultural or religious background, emerge. If it collects data on religion, as advocated by the may be concerned at the prospect of a particular section Higher Education Funding Council for England (HEFCE) and

28 Case studies the ECU, it could examine that as well. If it can be shown that Available resources the lecturer’s concerns are valid then they may wish to take action to rectify the problem, possibly by creating additional 7KHGLIƂFXOWLHVLQWUDQVPLWWLQJIRXQGDWLRQDONQRZOHGJH elective or even compulsory courses which seek to help students to younger members of religious minorities have been understand better the particular history and character of the UK analysed in Philip Lewis’s recent book Young, British and and the epistemologies which have hegemony in its universities. Muslim (London: Continuum, 2007). Such courses might contain historical, political and religious aspects. Also, the university could formulate policy guidelines The differences in educational attainment between for teaching staff. This might involve giving advice on measures different religious groups can be observed at the national WRLGHQWLI\VWXGHQWVZKRDUHVWUXJJOLQJZLWKVSHFLƂFDOO\:HVWHUQ level in Nabil Khattab’s article ‘Ethno-religious background epistemologies which they may not recognise with the same as a determinant of educational and occupational readiness, and direct them to resources, learning tools and attainment in Britain’ in Sociology 43 (2) (2009), additional support within the university. pp.304-322.

Recent publications (see below) have also examined the 7KHPRVWLQƃXHQWLDOERRNWKDWDGYRFDWHVSODFLQJJUHDWHU role played by religious institutions in formative education, emphasis upon this aspect of education is E D Hirsch’s and suggested that it may be useful for universities to build book &XOWXUDO/LWHUDF\:KDW(YHU\$PHULFDQ1HHGVWR relationships with such institutions to help religious communities Know (New York: Vintage, 1988). relate traditional forms of religious knowledge to the complexities of modern Britain. (The Muslim College in Ealing, for example, The relationship between the HE sector and the teaching has links with Birkbeck, University of London.) A university that RI,VODPKDVEHHQH[SORUHGLQ$WDXOODK6LGGLTXLŒVUHSRUW sets as one of its aims the formulation of a conscious response ,VODPDW8QLYHUVLWLHVLQ(QJODQG0HHWLQJWKH1HHGVDQG to Britain’s religious and cultural diversity might use available Investing in the Future and in the HEFCE report Islamic academic and other resources to look into the character of the 6WXGLHV7UHQGVDQG3URƂOHV: local religious institutions and potentially attempt to develop a www.mihe.org.uk/mihe/upload/documents/siddiqui_ working relationship with some of them. Some cathedral group report2007.pdf universities are likely to have experience in making these links and could be a resource to other institutions. www.hefce.ac.uk/pubs/HEFCE/2008/08_09/08_09.pdf

Religion in the university: key choices The reasons why universities might choose to monitor 7KLVH[DPSOHUDLVHVFRPSOLFDWHGTXHVWLRQVERWKDERXWWKHUROH for religion and belief are explored in the HEFCE report that educators have with regard to their students, and the role Equality and Diversity Monitoring in Higher Education universities have serving the communities in their local area. Institutions: A Guide to Good Practice and the ECU report In some universities, the process of obtaining a degree may be Religious Observance in Higher Education: Facilities and viewed as essentially a matter of gaining skills or a particular Services: TXDOLƂFDWLRQWKDWFDQEHXVHGWRDGYDQFHDORQJDVSHFLƂFFDUHHU www.hefce.ac.uk/Pubs/hefce/2004/04_14/04_14.pdf path. Within such contexts, religion and other forms of cultural knowledge may be seen as essentially irrelevant, even as an ZZZHFXDFXNSXEOLFDWLRQVƂOHV5HOLJLRXVREVIDFLOLWLHV unnecessary distraction. However, in this case, if the lecturer DQGVHUYLFHVEULHƂQJSGIYLHZ TXRWHGLQWKHH[DPSOHLVFRUUHFWSUHFLVHO\WKHDEVHQFHRIWKLV kind of knowledge is preventing certain groups of students from making progress even within these terms. They may therefore The Multifaith Centre at the University of Derby has ƂQGDUDWLRQDOHIRUHQJDJHPHQWZLWKFHUWDLQUHOLJLRXVWUDGLWLRQV produced a comprehensive guide to the different institutions and traditions in the UK titled Religions in the UK: A Multi-faith Directory.

29

Leadership challenges

Food and accommodation 15 Religious observance in halls of residence

7KHUHDUHƂYHGLIIHUHQWKDOOVRIUHVLGHQFHDWWKLVXQLYHUVLW\WKUHH RI ZKLFK DUH VHOIFDWHULQJ 7KHUH LV D VLJQLƂFDQW -HZLVK PLQRULW\ DWWKHXQLYHUVLW\DQGGLIƂFXOWLHVKDYHHPHUJHGLQPHHWLQJWKHLU religious needs. Some of the students who come to the university NHHSDVWULFWO\NRVKHUGLHWZLWKDOOWKHSUHSDUDWRU\UHTXLUHPHQWV that this involves. This does not, however, apply to all the Jewish students, some of whom do not keep kashrut or just avoid pork and do not adhere to the preparatory aspect. There is no formal SROLF\WKDWDSSOLHVWRDOOWKHƂYHKDOOVRIUHVLGHQFHPHDQLQJWKDW in practice, as one of the third-year students at the university puts it, some of the halls are “very good” while others are “completely clueless”.2QWKHRGGRFFDVLRQWKLVKDVUHVXOWHGLQPLQRUFRQƃLFWV between residents living in the halls of residence when the observant students have tried—without much success—to keep some utensils and worktops in the communal kitchen separate.

Issues to consider

ř :KDWVKRXOGWKHXQLYHUVLW\GRWR determine the levels of need in this case, DQGWRQHJRWLDWHGLIƂFXOWLHV" ř ,VWKHXQLYHUVLW\OHJDOO\REOLJHGWRPDNH accommodations for religious dietary requirements?

ř :KDWFDQWKHKDOOVGRWRRUJDQLVHPRUH effectively for religious requirements? ř +RZVKRXOGWKHXQLYHUVLW\FRPPXQLFDWH any accommodations?

Model responses

Complying with the law it cannot make special arrangements for those who eat only /HJDOO\ D XQLYHUVLW\ LV UHTXLUHG WR DYRLG DOO IRUPV RI LQGLUHFW kosher food. In the majority of universities, however, there are discrimination, which means any practice that, although applied a number of halls of residence, so if a complaint were to be WRDOOGLVDGYDQWDJHVDVSHFLƂFUHOLJLRXVJURXS2QO\LIDSUDFWLFH raised it might be upheld in a court or tribunal. The university FRQVWLWXWHV D JHQXLQH EXVLQHVV QHHG FDQ LW EH MXVWLƂHG OHJDOO\ should, therefore, take the students’ problems seriously and In effect, this means that while HEIs are not obliged to provide provide a clear response. Whatever decision it comes to, it is facilities for religious observance in the workplace, they must do important that the HEIs decision-making process is transparent what they can to avoid causing religiously observant individuals and is communicated clearly to all those involved. serious disadvantage, which may be relevant here. If in this case the university had only one hall that had only one kitchen for all the students to use, the university might be able to argue that

30

Case studies

Additional options take a variety of forms, ranging from discussions in the hall in If each hall is left to organise its provision for religion and belief TXHVWLRQWRGHGLFDWHGXQLYHUVLW\ZLGHHYHQWVRUőIDLWKGD\VŒ DWDQLQGLYLGXDOOHYHOWKH+(,LVOLNHO\WRƂQGLWKDUGWRFDWHUIRUDOO where religious societies are able publicly to explain their faiths. The best strategy may therefore be for a university-wide beliefs and practices. Cookery demonstrations and shared plan to be developed. This may not just relate to the provision meals have also proved helpful in some cases. RIFRRNLQJIDFLOLWLHVWKDWDUHNRVKHULWPD\EHRIEHQHƂWWRWKH university to strategise for other issues, such as gender norms and the consumption of alcohol. In formulating such a plan there are numerous issues for university leaders to consider. Firstly, Available resources it is important that universities avoid inadvertently setting up Details of a university’s legal obligations in relation to ‘religious ghettoes’ around kitchens in halls that are suitable for religion and belief can be found in the ACAS guide Religion VSHFLƂF UHOLJLRXV EDFNJURXQGV $V D JHQHUDO UXOH LI XQLYHUVLW\ and Belief in the Workplace: A Guide for Employers and OHDGHUVDUHFRQVLGHULQJPHHWLQJDUHTXHVWIRUDNLWFKHQDUHDWR Employees and the ECU’s guide Employing People in be designated for halal or kosher use only, this should prompt Higher Education: Religion and Belief: consideration of whether alternative communal spaces should also be created to ensure the continued integration of faith www.acas.org.uk/media/pdf/9/j/guide_religionB_1.pdf groups and to prevent, for example, all the Muslim students EHLQJEDVHGLQRQHƃRRULQRQHKDOO ZZZHFXDFXNSXEOLFDWLRQVƂOHVHPSOR\LQJSHRSOHLQ higher-education-religion-and-belief.pdf/view In addition, it is important to remember that a person’s place of UHVLGHQFHLQKLVRUKHUƂUVW\HDUDWXQLYHUVLW\LVXVXDOO\GHFLGHG The ECU has produced a guide to making provision before arrival. It may be the case that some students will not for faith groups called Religious Observance in Higher consider a hall or even a whole university as an option because Education: Facilities and Services. The same organisation it does not make arrangements for the observance of religious DOVRSURYLGHVDJXLGHVSHFLƂFDOO\DLPHGDWDFFRPPRGDWLRQ EHOLHI LQ WKLV DQG RWKHU DUHDV &RQVHTXHQWO\ LW PD\ EH LQ DQ providers entitled Handbook for Student Accommodation HEIs best interests to communicate any measures taken to Providers: Support and Guidance for Equality and Diversity DFFRPPRGDWHVSHFLƂFUHOLJLRXVJURXSVLQWKHPDWHULDOVLWXVHV (it discusses the above issue directly on p. 83): to attract new students, emphasising this in the prospectus and ZZZHFXDFXNSXEOLFDWLRQVƂOHV5HOLJLRXVREVIDFLOLWLHV on its website. This will support aspirations to social justice by DQGVHUYLFHVEULHƂQJSGIYLHZ making the university accessible to a wider range of potential students (and staff). ZZZHFXDFXNSXEOLFDWLRQVƂOHVVWXGHQW accommodation-providers-handbook.pdf/view It may be that the complaints made in relation to religious observance only represent the surface of a problem that goes HEFCE has produced a guide entitled Equality and Diversity much deeper. In some cases, students may prefer to remain Monitoring in Higher Education Institutions: A Guide to religiously observant, but will refrain from complaining as they Good Practice. A general guide to impact assessments in do not want to cause any trouble for staff. This may mean that HEIs has been produced by the ECU entitled Conducting D PRUH SURDFWLYH VWUDWHJ\ LV UHTXLUHG 7R DVVHVV WKH QHFHVVDU\ Equality Impact Assessments in Higher Education: measures that should be taken, an HEI may choose to monitor www.hefce.ac.uk/Pubs/hefce/2004/04_14/04_14.pdf for religion and belief or conduct an impact assessment, as advocated by HEFCE and the ECU. Alternatively, the university ZZZHFXDFXNSXEOLFDWLRQVƂOHVFRQGXFWLQJHTXDOLW\ could establish a religion and belief working group, a subgroup impact-assessments.pdf/view of the university’s E&D team made up of staff, students’ union and faith representatives. This group could consult with students Details of Judaism can be found in the HEA’s A Guide to assess the need for different accommodations. to Judaism: Religion in the university: key choices www.prs.heacademy.ac.uk/publications/faith_guides.html In this example, the university can respond in a number of different ways. The basic option is simply to respond to the law, thus preventing indirect discrimination, and go no further. 1HYHUWKHOHVV LW LV GLIƂFXOW WR GHWHUPLQH ZKDW WKLV FRPSOLDQFH would look like and some options may produce perverse outcomes, for example inadvertent ghettoisation. Beyond that, the university can choose to develop a more comprehensive response as part of its efforts to attract a diverse student body. It could also go still further, making efforts to avoid negative instances such as those that occurred in the above case in which religious observance becomes a cause of tension between students. This could be by trying to build a positive culture by facilitating interfaith conversations, or by offering opportunities IRUVWXGHQWVRIIDLWKWRHQJDJHWKRVHZKRKDYHQRVSHFLƂFEHOLHI in a conversation about their practices. Such opportunities might

31 Leadership challenges

Food and accommodation 16 Choice in the college canteen

On account of its being located a good distance away from the nearest metropolitan area, this university has to provide almost all of the food for its students (and daytime food for its staff) on campus. The canteens at the university are all subcontracted to an external company, which does not make obvious provision for WKRVHZLWKVSHFLƂFGLHWDU\UHTXLUHPHQWVDSDUWIURPYHJHWDULDQV and vegans. Recently the Islamic society has begun a campaign to get more halal food on the menu, arguing that it is a breach RIHTXDOLWLHVODZIRUQRSURYLVLRQWREHPDGHIRU0XVOLPVWXGHQWV The Jewish society has also raised objections. The staff at the university have only limited control over the company between contract setting, but have an interest in making sure that the issue does not escalate.

Issues to consider

ř 'RHVIDLOLQJWRVXSSO\IRRGRID particular sort contravene equalities legislation? ř :KRVHOLDELOLW\ZRXOGLWEH" ř :KDWFDQWKHXQLYHUVLW\GRWR negotiate with the Islamic society, and reach an amicable solution?

Model responses

Complying with the law it could argue that religious students should provide their A university that contracts out services such as catering to own food in circumstances in which it is being provided for external companies may be liable for the actions of these everybody else. companies in the delivery of procured services. To avoid liability it must be able to prove that it has taken reasonable steps to Additional options prevent any unlawful discrimination, direct or indirect. In an To prevent confusion, it may be helpful if university leaders HEI in which on-site facilities have a local monopoly the charge take steps to ensure information is widely available about RI LQGLUHFW GLVFULPLQDWLRQ DJDLQVW VWXGHQWV ZKR KDYH VSHFLƂF on-campus outlets that have made provision for religious GLHWDU\UHTXLUHPHQWVZLOOEHSDUWLFXODUO\KDUGWRDYRLGDVWKRVH GLHWDU\UHTXLUHPHQWVZLWKLQIRUPDWLRQEHLQJSODFHGLQKDOOV VWXGHQWVZLOOƂQGLWYHU\GLIƂFXOWWRSXUFKDVHPHDOV7KHUHIRUH of residence, the students’ union and other public areas. Such the university will need to liaise with the company to arrange information could helpfully be linked to a wider statement for suitable provision, ensuring the correct storage, preparation of the university’s position in relation to religious faith and and display of foods and provision of utensils. It is unlikely that religious literacy. It may also help if any vegetarian or vegan

32 Case studies options that are available on-site are listed alongside any foods Available resources which have been prepared in accordance with the norms of D VSHFLƂF UHOLJLRXV WUDGLWLRQ DV WKHVH IRRGV PD\ EH D YLDEOH Details of a university’s legal obligations in relation to alternative in many cases. religion and belief can be found in the ACAS guide Religion and Belief in the Workplace: A Guide for Employers and 5HVSRQGLQJ WR UHTXHVWV IURP ZKDW PD\ RQO\ EH D IDLUO\ VPDOO Employees and the ECU’s guide Employing People in number of students may result in rather limited outcomes. Higher Education: Religion and Belief: Different members of faith groups may choose to observe dietary www.acas.org.uk/media/pdf/9/j/guide_religionB_1.pdf UHTXLUHPHQWVOHVVVWULFWO\GLIIHUHQWO\RUQRWDWDOO:LWKLQWKH-HZLVK tradition, in particular, the kosher rule is widely observed, but ZZZHFXDFXNSXEOLFDWLRQVƂOHVHPSOR\LQJSHRSOHLQ with differing interpretations. Effective consultation with staff— higher-education-religion-and-belief.pdf/view especially chaplaincies—and a wide range of students will help +(,VGHWHUPLQHWKHIXOOUDQJHRIGLIIHUHQWGLHWDU\UHTXLUHPHQWV A guide to testing for ‘reasonable accommodation’ is To do this HEI leaders whose aim is to respond to the religious provided by St Ethelburga’s Centre for Reconciliation and diversity in their university may wish to make use of, or establish, Peace in their guide Religious Diversity in the Workplace: a religion and belief working group. This group could consult ZLWKGLIIHUHQWIDLWKJURXSVWRWU\DQGƂQGRXWLIWKHUHDUHDQ\ ZZZVWHWKHOEXUJDVRUJVLWHVGHIDXOWƂOHV5HOLJRXV differences in observance, particular problem areas on campus 'LYHUVLW\LQWKH:RUNSODFH9SGI or areas in the university (such as bars) from which a portion of the student population feels excluded. (St Ethelburga’s can also be contacted directly about these resources at [email protected] or info@ In the above example, the campaign by the student society to thebusinessoffaith.org) HQVXUHWKDWDGHTXDWHSURYLVLRQLVPDGHIRU0XVOLPVRQFDPSXV appears to risk causing disagreements. There have been examples A university’s liability for services that are contracted out in some universities of students from other religious communities is discussed explicitly in the ECU’s Religious Observance IHHOLQJ WKHLU UHTXLUHPHQWV DQG RSWLRQV DUH QRW EHLQJ OLVWHQHG in Higher Education: Facilities and Services (p. 5). IFNUK’s to because they are not as vocal, and of non-religious students website also has a guide to catering for multifaith feeling uneasy with campaigns for religious provision. This events which has information about different religious can be looked on as another reason for consulting with many UHTXLUHPHQWV different student and staff groups, as above, and also for making ZZZHFXDFXNSXEOLFDWLRQVƂOHV5HOLJLRXVREVIDFLOLWLHV sure the response of university leaders to any demands is DQGVHUYLFHVEULHƂQJSGIYLHZ openly communicated. www.interfaith.org.uk/local/catering.htm Religion in the university: key choices In this case, although all universities will need to make efforts Details about Islam can be found in the HEA’s A Guide to to respond to the law, there are a number of choices that can Islam: be made about how far to go in making those with particular www.prs.heacademy.ac.uk/publications/faith_guides.html UHOLJLRXVDIƂOLDWLRQVZHOFRPHRQFDPSXV6RPHXQLYHUVLW\OHDGHUV may feel that it is worthwhile going some way beyond what is The BBC website contains arguably the most UHTXLUHGE\ODZDQGPDNLQJHIIRUWVWROLQNXSDFFRPPRGDWLRQV comprehensive and up-to-date calendar of for students with other forms of religious observance and religious festivals: celebration. Such a university might, for example, permit certain www.bbc.co.uk/religion/tools/calendar/ shared or public meals to feature religious blessings or overtones, with different faiths being represented at different points in the week or on the days of religious festivals. These could be timetabled in using an in-house faith calendar, or the BBC’s (see below). In these ways food can be used as a mode for celebrating and exploring diversity across the whole university and a focus for seeing religions as an opportunity for enriching the learning HQYLURQPHQW,QPDQ\UHOLJLRQVVKDUHGPHDOVKDYHVLJQLƂFDQFH because the notion of hospitality is so central. Such meals can IRVWHUDVHQVHRIHTXDOLW\DQGKDSSLQHVVPRUHJHQHUDOO\

33 Leadership challenges

Alcohol, bars and events 17 End of term celebrations

The secretaries at the School of Biological Science at this university KDYH IRU D QXPEHU RI \HDUV DUUDQJHG VHPLRIƂFLDO HQG RI WHUP FHOHEUDWLRQV IRU ƂQDO\HDU VWXGHQWV WR ZKLFK ERWK VWXGHQWV DQG staff are invited. It usually takes place in one of the larger bars in the students’ union, with the catering staff providing light snacks. It is well attended, but after the most recent event one RI WKH OHFWXUHUV FRPPHQWHG WKDW D VLJQLƂFDQW PLQRULW\ GLG QRW participate, and that this seemed to happen year after year. He recounted a conversation he had had with a small group of students in his tutorial group who had said they felt the event “was not for them”. According to the lecturer, the students suggested that the event was in keeping with a student lifestyle from which they felt excluded, partly on account of their beliefs. The people who organise the event are reluctant to change anything about LWVLJQLƂFDQWO\EXWDVLWLVSDUWIXQGHGE\WKHGHSDUWPHQWRWKHU members of staff feel they ought to make it more accessible.

Issues to consider

ř $UHWKHUHDQ\ZD\VWKDWWKH department could try to get a more accurate picture of the situation? ř +RZFDQDQGVKRXOGWKLVSUREOHPEH dealt with? ř 6KRXOGWKHXQLYHUVLW\IHHOREOLJHG to make adjustments for religious minorities?

Model responses

Complying with the law in such a way that they do not marginalise those who do As not attending these celebrations does not constitute a barrier not drink alcohol, either for health or religious reasons. This to completion of a degree course, it is unlikely that there will might mean organising events that are alcohol free, where it is be legal implications in not altering the event. Nevertheless, it clear that non-alcoholic drinks will be available and/or where does appear that some students feel unable to fully participate excessive drinking will be discouraged. in this aspect of university life, and the university may wish to do certain things to ensure that students are not unduly excluded. Additional options For example, at each event care could be taken to provide some There are a number of ways in which a university could try to food which: is vegetarian, and avoids all animal products in ƂQGRXWZKHWKHURUQRWFHUWDLQJURXSVIHHOXQDEOHWRXVHVRPH preparation; contains no eggs (for Jains and some Hindus) or root services or participate in events. Data on student experience vegetables (for some Jains); avoids pork (for Jews and Muslims); suggests students from ethnic and religious minority and which has been prepared in such a way that it is kosher (for backgrounds use some services less (see below). University Jews) and halal (for Muslims). It may also help to arrange events leaders might wish to examine any data the university collects

34 Case studies on student experience to see if this is the case for their institution. Available resources A university can also look into the problem via other means such as a religion and belief working group. This group could consult Guidance on religious taboos is offered in the Centre for with students from religious societies and more broadly within Excellence in Leadership’s guide Faith Communities Toolkit the department to look at the issue. for Leaders and Managers in the Learning and Skills Sector. IFNUK’s website also has a guide to catering for multifaith 7KH SUREOHP WKDW LV LGHQWLƂHG E\ WKH OHFWXUHU LQ WKLV H[DPSOH events which can be used as a guide at events: PD\KDYHFDXVHVWKDWJREH\RQGWKHFKDUDFWHURIWKLVVSHFLƂF ZZZFHQWUHIRUH[FHOOHQFHRUJXN8VHUV'RF&(/ HYHQW UDLVLQJ TXHVWLRQV DERXW KRZ D XQLYHUVLW\ GHYHORSV OLQNV )DLWK&RPPXQLWLHV7RRONLWSGI between different groups of students within a department and fosters cohesion on campus. Leaders and managers working at www.interfaith.org.uk/local/catering.htm departmental or at university level may choose to try and build bridges between students who may not come into personal The East of England Faiths Council has also produced contact with one another by creating new opportunities for DJXLGHVSHFLƂFWRWKDWUHJLRQFDOOHGWorking and students to meet socially. This could possibly be done via the Consulting with Faith Communities in the East of England creation of an interfaith or inter-cultural group, or by encouraging which contains advice on running multifaith events: groups of students to collaborate on academic and social projects over a period of time. www.goeast.gov.uk/goee/docs/186892/eefc_working_ with.pdf It may be helpful to include the above advice in formal guidelines for good practice produced at a university rather than just a Guidance on making provision for religious groups departmental level, which can then be disseminated to all can be found in the ECU’s report Religious Observance in departments as well as being built into contracts with any external Higher Education: Facilities and Services, which contains a companies hired to provide catering facilities. Such guidelines number of university case studies: FRXOG IRUP RQH SDUW RI D JHQHUDO VWDWHPHQW RQ HTXDOLW\ DQG www.ecu.ac.uk/publications/religious-obs-facilities diversity in relation to religion and belief. This could also be made available to students via the Internet so any students who feel Details about how students use university services, unable to participate know what to expect from departments including some details about ethnic minority uptake of and feel able to voice their concerns. services, can be found in the in the Student Experience Report published by the NUS in 2008: Religion in the university: key choices www.nus.org.uk/PageFiles/4017/NUS_ ,WLVYHU\GLIƂFXOWIRUDXQLYHUVLW\WRUHPDLQQHXWUDODQGWRWUHDW StudentExperienceReport.pdf HYHU\RQHHTXDOO\LQWKLVH[DPSOHEHFDXVHGLIIHUHQWDFWLYLWLHVDQG events will inevitably appeal to different people in any context. Whichever way university staff arrange social events they are XQOLNHO\WRƂWZLWKHYHU\RQHŒVZLVKHV7KLVPHDQVWKDWXQLYHUVLW\ leaders will have to make certain choices regarding what they provide for their students and the culture they wish to promote RQFDPSXV7KLVPD\UDQJHIURPQRWPRYLQJIURPWKHVWDWXVTXR to attempting to reach out to a diverse constituency, perhaps E\PDNLQJHIIRUWVWRSURYLGHVRFLDOHYHQWVWKDWUHƃHFWDGLYHUVH array of ways of enjoying each other’s company, relaxing and FHOHEUDWLQJ7KHVHFRXOGHYHQEHIRUPDOLVHGLQVSHFLƂFSDUWLHV or meals offered by members of religious traditions as an aspect RI PXWXDO KRVSLWDOLW\ 7KLV ODWWHU FKRLFH ZLOO UHTXLUH GLIIHUHQW attitudes to religion and belief on campus—but will recognise that people socialise differently.

35 Leadership challenges

Alcohol, bars and events 18 Organisation of freshers’ week

The E&D team at this university has over the last year been conducting an impact assessment, one of the aims of which is to highlight areas of the institution’s work where issues could emerge in relation to religion and belief. Toward the end of the assessment one of the members of the team mentions that the planning for freshers’ week may not have taken into account the GLYHUVHEHOLHIVRIWKHVWXGHQWVDWWKHXQLYHUVLW\6SHFLƂFDOO\VKH comments that the week’s programme is mainly driven by events involving alcohol. Although she does not think this problem can be considered under the heading of discrimination, she does worry that it may leave some students feeling isolated and unwelcome and, moreover, that it may have negative effects upon campus relations.

Issues to consider

ř :KDWDOWHUQDWLYHRUDGGLWLRQDOHYHQWV should the students’ union consider putting on, if any? ř &RXOGDQGVKRXOGWKHXQLYHUVLW\FRQVXOW ZLWKVWXGHQWVWRƂQGRXWZKDWWKH\ would like to see? ř +RZFDQIUHVKHUVŒZHHNKHOSVHWWKH tone aspired to by university leaders in terms of religious literacy?

Model responses

Complying with the law the week has been run and events they would like to see in the As the example indicates, it is unlikely that this example has future. The university could also consider bringing together a any legal implications. The university may, however, choose to group of students’ union and religious society representatives respond to the issue that the member of the E&D team raised to discuss what the society members thought of the events. DERYHDVSDUWRIDQDSSURDFKWRHTXDOLWLHVDQGGLYHUVLW\WKDWJRHV There is, however, a danger in this of privileging certain beyond legal compliance to address religious diversity directly individuals; it may be best for the university to hear these and to remove barriers to full participation in university life. views in the context of general feedback, rather than holding separate events to hear religious groups. Additional options In order to make sure everyone’s viewpoints are heard, the University leaders may choose to work with the students’ students’ union may wish to consider giving the students the union to ensure that the freshers’ week timetable features opportunity to give feedback at the end of freshers’ week, a wide range of events, including those in which drinking providing them with the chance to offer their thoughts on how DOFRKRO GRHV QRW SOD\ D VLJQLƂFDQW UROH DQG SHUKDSV VRPH explicitly non-alcoholic social events. At least one students’

36 Case studies union (see the ECU report below) runs a regular non-alcoholic Available resources freshers’ party that in the academic year 2008/09 was attended E\ZHOORYHUVWXGHQWVPDQDJLQJWRPDNHDSURƂWZKLFKZDV Details of provision for different groups during freshers’ then ring-fenced to spend on future non-alcoholic events. This week can be found in the ECU’s report Religious can act as an example for other unions to build on. At the same Observance in Higher Education: Facilities and Services: time, the university will need to recognise that teetotalism and www.ecu.ac.uk/publications/religious-obs-facilities religious belief are not always aligned and striking a balance will be a matter of good judgement. Issues to do with alcohol may The East of England Faiths Council’s guide Working and also extend to a religious disposition towards cultural modesty, Consulting With Faith Communities in the East of England including sexual modesty, and this may be a consideration too. contains a guide for anyone organising a multifaith event: To provide for those students who do not feel that they can www.goeast.gov.uk/goee/docs/186892/eefc_working_ participate in more alcohol-orientated events, the students’ with.pdf union could consider working with the university’s interfaith groups and with the chaplaincy to run one or more events where students from different faith groups can come together socially. It could create opportunities for religious groups to offer and share hospitality, to learn between and beyond their communities about food and other practices and to enrich experience. The university might, working with the students’ union, provide opportunities for religious societies to organise social events— both during freshers’ week and in normal term time—at which people can learn about their religious traditions. At one university LQ/RQGRQIRUH[DPSOHWKH6XƂVRFLHW\KROGVDQDQQXDOHYHQWDW ZKLFKWKHUHLVWUDGLWLRQDOIRRGSHUIRUPDQFHVRIWKHUHHGƃXWH (ney) and displays of Sema, the devotional practice made famous by the dervishes of the Mawlawi Order. Universities may wish to use such events to create a more convivial atmosphere, and to allow the university’s faith groups to build bridges between and beyond one another—although it would be helpful to try to provide opportunities for people of faith to socialise around their other identities too, rather than just catering for them with ‘religious’ as distinct from ‘non-religious’ events. Religion in the university: key choices The central issue in this example is how in freshers’ week university leaders help set the tone aspired to in terms of religious literacy. Key issues university leaders might wish to consider are whether the university should make dedicated efforts to respond to increasing religious diversity as part of an attempt to widen participation, or to attract and retain students from various backgrounds, including international students. It may be primarily the responsibility of students to organise events IRUQHZVWXGHQWVWRDWWHQGLQWKHƂUVWZHHNVRIWKHDFDGHPLF year, but universities may wish to play a role in encouraging the students’ union to consider running a wide variety of events which cater for differences in attitudes throughout the year out of a commitment to inclusiveness in all areas of university life. In this way freshers’ week can be linked into other areas of the university, with issues around the consumption of alcohol, the exercise of modesty and religious practices at particular times of day taken into account in the organisation of the ongoing social life of the campus.

37 Leadership challenges

Admissions and registry 19 Attracting local students

A university is developing a new strategy for widening participation which is likely to involve making concerted efforts to increase the number of applicants from the local area, which it believes are too low at present. To achieve its goals, university leaders are planning to make regular visits to local sixth-form colleges and to HVWDEOLVK D WHUPO\ DZD\ GD\ ZKHUH VL[WKIRUP VWXGHQWV FDQ ƂQG out what a university environment is like. Within the city there DUH VLJQLƂFDQW VRFLRHFRQRPLF GLVSDULWLHV EHWZHHQ WKH GLIIHUHQW ethnic and religious groups. In particular, the Sikh community in the north and the North African Muslim population in the west are not just less well off economically but are also, it has recently been shown, less likely to go into Further and Higher Education even ZKHQHGXFDWLRQDODWWDLQPHQWDQGHFRQRPLFDIƃXHQFHDUHWDNHQ into account. This has caused some of the staff at the university’s Centre for Community Engagement and Lifelong Learning to suspect that family norms and cultural background are playing a role in reducing the young people’s aspirations. They resolve to make efforts to remedy this via an outreach programme, but are unsure how to strategise.

Issues to consider

ř :KDWFDQWKHXQLYHUVLW\GRWRƂQGRXW more about the city’s ethno-religious makeup? ř 6KRXOGWKHXQLYHUVLW\DLPWRHQJDJH with the faith communities in the area and what are the risks and opportunities of doing so? ř :KDWRXJKWXQLYHUVLW\OHDGHUVGR to ensure they make effective and broad contact?

Model responses

Complying with the law information found in academic and policy sources (such as Government strategy in relation to widening participation can the Census). This will help build a reliable background picture be separated from the law relating to E&D. Yet universities are about what factors are preventing some young people from expected to take steps to encourage a broad constituency of applying to university. students—from a variety of class, ethnic and faith backgrounds— to apply to university. A university’s ability to access hard to reach Even if the university leaders choose not to approach religious groups is now a key performance indicator. communities directly they could still make efforts to address the under-representation of ethno-religious minorities during Additional options visits to local sixth-form colleges and termly away days. They Before deciding upon its response the university will need to could, for example, make a point of highlighting any provision develop an accurate picture of the religious communities in that the university has made to accommodate people from the local area. To do this they may wish to make contact with different cultural, religious and linguistic backgrounds, the local Regional Faith Forum and IFNUK, and/or make use of including prayer rooms and catering and accommodation

38 Case studies arrangements. By making people aware of the fact that the Available resources university is willing to take on board their particular needs and interests HEI leaders can ensure that both students and their An outline of the government’s widening participation families see HE as a viable option. strategy was published in 2008 by the ESRC. Information on the topic is also available via the HEFCE website: Alternatively, university leaders may conclude that the under- www.tlrp.org/pub/documents/HEcomm.pdf UHSUHVHQWDWLRQRIFHUWDLQJURXSVLQWKHFLW\MXVWLƂHVDWDUJHWHG response focusing on those groups in particular. This might www.hefce.ac.uk/widen/ involve targeting those schools that have large numbers of students from those backgrounds, or it could involve making The Multifaith Centre at the University of Derby has FRQWDFWZLWKQRQDFDGHPLFLQVWLWXWLRQVWKDWDUHIUHTXHQWHGE\ produced a comprehensive guide to the different members of those communities to advertise the university and institutions and traditions in the UK entitled Religions in the recruit students and staff. There are also challenges for retention UK: A Multi-faith Directory. of students once they have been admitted and all of the religious literacy considerations universities might explore—for example Details of organisations working to promote interfaith in relation to food and accommodation—can be looked on as relations can be found in the IFNUK directory Inter Faith part of a drive to widen student participation. Organisations in the UK: A Directory (which is available in Religion in the university: key choices online form or in print): Controversy often surrounds attempts by public institutions www.interfaith.org.uk/local/directory.htm to engage with religious communities, and there can be GLIƂFXOWLHV LQYROYHG LQ GRLQJ VR 2EYLRXV SRLQWV RI FRQWDFW Information about local faith organisations can be found such as places of worship may be run by the older members of via the local Regional Faith Forum: religious communities, who may reach a particular and limited www.bsingh.biz/erffn/ constituency of people from their faith tradition. Some religious communities may also have internal hierarchies, and their places The Centre for Excellence in Leadership has produced a of worship may not be open to women. For those working in HE, guide entitled Faith Communities Toolkit for Leaders and this may mean that they do not provide the kind of access to the Managers in the Learning and Skills Sector which contains ‘hard to reach’ groups they are looking for. For university leaders an introduction to faiths in the UK and explains some of less inclined to recognise religious identities these obstacles may WKHEHQHƂWVRIGHYHORSLQJOLQNVZLWKWKHP7KH(DVWRI mean they choose not to engage with religious groups and use England Faiths Council has also produced a guide focused alternative access points. on that region called Working and Consulting With Faith Communities in the East of England: On the other hand, others may argue that an under-appreciation ZZZFHQWUHIRUH[FHOOHQFHRUJXN8VHUV'RF&(/ of people’s religious and spiritual identities is part of the problem. )DLWK&RPPXQLWLHV7RRONLWSGI Universities that take this view may wish to stress in their contact with prospective students the importance it places upon human www.goeast.gov.uk/goee/docs/186892/eefc_working_ growth as an educational goal and its openness to religious with.pdf identity as an aspect of this. Such universities may endeavour to avoid the possible problems mentioned above by developing longer term links with trusted local religious institutions, both to ensure that students at the university have access to those facilities and also to reach as many people as possible with the message that applying or getting their children to apply to this university is worthwhile and welcome.

39 Leadership challenges

Admissions and registry 20 Interview scheduling

A post for the position of lecturer was recently advertised at this university. Over 50 applications were received and 15 people were invited to an interview. The interviews were scheduled to be held over two days during November, but after the dates of the interviews were sent out to the applicants one of them contacted the human resources department to inform them that he would be unable to attend due to Diwali being celebrated that week. Two of the staff involved in setting up the interviews have suggested that the university ought to respond by saying that they cannot be rescheduled, and that the institution has a policy of not making special arrangements for religious groups due to its being a secular foundation. Other staff are wary of this response, but are tempted by it because they cannot see an easy way to rearrange the interviews.

Issues to consider

ř ,VGRLQJQRWKLQJDYLDEOHŐRUHYHQ DOHJDOŐRSWLRQIRUWKHXQLYHUVLW\" ř :KDWRWKHURSWLRQVDUHDYDLODEOH" ř $UHWKHUHDQ\SURFHGXUHVDQGSUDFWLFHV that could be followed that would allow the problem to be avoided in the future?

Model responses

Complying with the law the matter were to go to a court or tribunal, so the best option /HJDOO\ D XQLYHUVLW\ LV UHTXLUHG WR DYRLG DOO IRUPV RI LQGLUHFW would be to reschedule. discrimination, which means any practice that, although applied WRDOOGLVDGYDQWDJHVDVSHFLƂFUHOLJLRXVJURXS2QO\LIDSUDFWLFH Additional options FRQVWLWXWHV D JHQXLQH EXVLQHVV QHHG FDQ LW EH MXVWLƂHG OHJDOO\ In the above example, the uncertainty and differences of As in many traditions, not all Hindus attach the same degree of opinion indicate a lack of clear policy guidance in the area. importance to the observance of festivals, yet as the individual To avoid this, the university may wish to ensure that its LQWKLVH[DPSOHDSSHDUVWRDWWDFKVLJQLƂFDQFHWRWKLVIHVWLYDOLW ( ' RIƂFHU LI WKH XQLYHUVLW\ KDV RQH FRPPXQLFDWHV EHVW is unlikely that the university would be able to justify refusing to practice models to all the staff involved in staff recruitment, meet the candidate on another day. This would almost certainly including details of what does and what does not constitute be judged to constitute discrimination against the applicant if indirect discrimination.

40 Case studies

0XFKRIWKHGLIƂFXOW\LQWKLVFDVHPLJKWKDYHEHHQDYRLGHGLI Available resources those responsible for organising the interviews had been aware of the religious festivals that were taking place when the interviews Details of a university’s legal obligations in relation to were scheduled. To prevent the same problem occurring in religion and belief can be found in the ACAS guide Religion future, the E&D team could take steps to ensure that all those and Belief in the Workplace: A Guide for Employers and involved in advertising for and interviewing new employees are Employees and the ECU’s guide Employing People in PDGHDZDUHRIUHVRXUFHVWKDWOLVWVLJQLƂFDQWUHOLJLRXVIHVWLYDOV Higher Education: Religion and Belief: and in particular faith calendars, that are available from a number www.acas.org.uk/media/pdf/9/j/guide_religionB_1.pdf of sources (see below). ZZZHFXDFXNSXEOLFDWLRQVƂOHVHPSOR\LQJSHRSOHLQ Universities wishing to reach people from a wide variety of higher-education-religion-and-belief.pdf/view ethnic, religious and class backgrounds may wish to see this issue as one part of a much broader set of concerns relating 6SHFLƂFDGYLFHDERXWWLPHWDEOLQJLQ+(LVJLYHQLQWKH to staff recruitment and retention. To prevent anyone being (&8ŒVEULHƂQJSDSHUReligious Observance in Higher dissuaded from applying for a position because of their religious Education: Institutional Timetabling and Work Patterns: background a university may wish to reassure prospective applicants in early contact material that their religious needs will www.ecu.ac.uk/publications/religious-obs-timetabling be accommodated wherever possible; that they are welcome to get in contact if there are timetable clashes; and that if they feel The BBC website contains arguably the most they have been treated unfairly for any reason their concerns will comprehensive and up-to-date calendar of religious be taken seriously. festivals: www.bbc.co.uk/religion/tools/calendar/ Religion in the university: key choices 7KHUHLVDFOHDUPLQLPXPUHTXLUHPHQWIRUHPSOR\HUVVHWRXWE\ Details of Hinduism can be found in the HEA’s A Guide law, but university leaders have the option of going beyond this. to Hinduism: In addition to some or all of the options mentioned above, the www.prs.heacademy.ac.uk/publications/faith_guides.html staff at the university could develop a strategy for recruitment and retention of different religious groups that involves making potential applicants aware that the university is willing and able to provide information to new staff and students about their local religious communities, perhaps including in this case information about local temples, ashrams, Hindu societies, public festivals and any on-campus facilities. Taking these extra steps, though, UHTXLUHVWKHXQLYHUVLW\WRPDNHVLJQLƂFDQWGHFLVLRQVDERXWKRZ open it is to recognising and engaging with religious beliefs and LGHQWLWLHVDQGLQWKLVFDVHKRZZLOOLQJLWLVWRƂQGRXWDERXWWKH character of local religious communities.

41 Leadership challenges

Research 21 Academic freedom and research on martyrdom

One of the lecturers in the Department of Social Science at this university teaches a postgraduate course on religious identity. The assessment for the course is a 5,000 word essay, the title of which can be decided by the students. One of the students in the class, an observant Muslim, asks the lecturer if he can focus on martyrdom, which he proposes would involve examining the writings on the topic in early Islamic and Christian texts and looking at how these differ from recent statements on martyrdom by religious extremists. While the lecturer thinks this could potentially be a valuable topic of study, she is concerned that research into current discourses on extremism and martyrdom could attract attention and possibly suspicion, and lead the student into some potentially GDQJHURXVDQGGLIƂFXOWVLWXDWLRQVDQGGLOHPPDV6KHKDVWRJLYH her consent to each of the essay titles but, aware of recent cases where students have been detained under the Terrorism Act, she does not know the best course of action to take in this case.

Issues to consider

ř 6KRXOGWKHOHFWXUHUGLVFXVVWKHPDWWHU with any other university staff and, if so, which staff? ř +RZVKRXOGVKHPDQDJHWKH relationship between herself and the student in question? ř 0RUHEURDGO\ZKDWSROLFLHVVKRXOGWKH university have in place to deal with such cases?

Model responses

Complying with the law and students to report concerns within the institution. Ideally, It is now an offence under the Terrorism Act (2006) to engage these measures should not obstruct legitimate research in any in: acts preparatory to terrorism; encouragement to terrorism ZD\,QGHHGIUHHGRPRIDFDGHPLFLQTXLU\LVSURWHFWHGLQODZ LQFOXGLQJWKHőJORULƂFDWLRQŒRIWHUURULVP DQGGLVVHPLQDWLRQRI by the Education Reform Act (1988). Therefore as long as the ‘terrorist publications’. Government publications on this subject lecturer is certain the research is being undertaken for good have suggested that universities ought to take steps to ensure reasons there should be no further legal implications. that mechanisms are established to deal with unlawful speech; that clear policies about acceptable use of university facilities Additional options are developed, including Internet access; that procedures are To try and minimise the confusion that conducting research put in place to ensure that any publications or literature being on topics such as this could cause, university leaders may wish KHOG RU GLVWULEXWHG RQ FDPSXV FDQ EH WUDQVODWHG TXLFNO\ LQWR to consider revising the mechanisms dealing with sensitive English; and that clear reporting mechanisms are set up for staff UHVHDUFK0RVWXQLYHUVLW\GHSDUWPHQWVUHTXLUHWKHLUVWXGHQWV

42 Case studies to go through a full ethical process before beginning research, Available resources DQGPDQ\UHTXLUHFOHDUDQFHWREHJLYHQEHIRUHDQ\UHVHDUFKRQ GLIƂFXOWWRSLFVŐGHDOLQJZLWKIRULQVWDQFH\RXQJRUYXOQHUDEOH Government guidance on this subject can be found people—is undertaken. The university could include this topic on in the report by BIS, Promoting Good Campus Relations, any list of sensitive subjects and set out guidelines for supervisors Fostering Shared Values and Preventing Violent Extremism whose students wish to conduct research in this area. This might in Universities and Higher Education Colleges: involve making sure that supervisors work particularly closely www.bis.gov.uk/assets/biscore/corporate/migratedD/ with the students on these subjects and inform the staff in ec_group/22-07-HE_on the university who are responsible for responding to concerns about extremism and unlawful speech. This should help avoid Details of the relevant Acts can also be found in the any situations where suspicions are raised unnecessarily, and updated ECU/UUK report, Promoting Good Campus make sure any knee-jerk reactions are dealt with swiftly and Relations: An Institutional Imperative: without prejudice. ZZZHFXDFXNSXEOLFDWLRQVƂOHVSURPRWLQJJRRG In addition to this, the lecturer could work with the student to campus-relations-update.pdf/view make sure that he has made best use of any academic resources, including colleagues, who can advise on and support the research Details about Islamic studies departments in the UK, both in terms of any risks it might pose. The lecturer and her colleagues within the university system and Islamic seminaries, can be could direct the student toward trusted academics and research IRXQGLQ$WDXOODK6LGGLTXLŒVUHSRUWIslam at Universities in centres that study this topic to minimise the risk of the research (QJODQG0HHWLQJWKH1HHGVDQG,QYHVWLQJLQWKH)XWXUH. DWWUDFWLQJDWWHQWLRQDQGOHDGLQJWRGLIƂFXOWVLWXDWLRQV The HEA has also produced a report entitled International Approaches to Islamic Studies in Higher Education for It is possible that the student’s interest in this topic has been HEFCE which may be of use to university leaders wishing generated by the feeling that it has not been examined in depth, to strategise in the area. HEFCE has also produced a similar or that public conversation on this particular topic has not been report entitled ,VODPLF6WXGLHV7UHQGVDQG3URƂOHV: informative or constructive. University leaders could therefore www.mihe.org.uk/mihe/upload/documents/siddiqui_ consider taking steps to ensure a positive conversation on such report2007.pdf issues can take place on campus, possibly by creating spaces for students to discuss research that focuses on religion with www.hefce.ac.uk/Pubs/RDreports/2008/rd07_08/ a view to increasing understanding of religious beliefs and the differences of opinion and interpretation within them. It could www.hefce.ac.uk/pubs/HEFCE/2008/08_09/08_09.pdf DOVRLQYROYHLGHQWLI\LQJRSSRUWXQLWLHVIRUGLVVHPLQDWLQJƂQGLQJV LQZD\VWKDWHQULFKWKHƂHOGDQGWKHFXOWXUHRIUHVHDUFKLQWKH university in relation to religious faith. By doing this, any wariness WKDWVXUURXQGVWKHVWXG\RIUHOLJLRXVIDLWKDQG,VODPVSHFLƂFDOO\ may be challenged and a positive university culture generated. Religion in the university: key choices The issue of academic freedom has become increasingly strained in recent years, with some organisations, such as the Universities and Colleges Union, arguing that recent legislation KDV XQGHUPLQHG DFDGHPLF LQTXLU\ DQG WKDW VRPH VXEMHFWVŐ including the study of some forms of Islam—are seen as ‘too hot to handle’. Part of this may be linked to general suspicion of Islam—or even faith in general—rooted in a lack of familiarity with the tradition and uncertainty about some of its teachings. University leaders may wish to consider the possibility that a closed culture in relation to religion and belief could foster wariness toward students who take an interest in religious traditions, and potentially result in unnecessary feelings of distrust.

43 Leadership challenges

Research 22 Researching faith and sexuality

A postgraduate student at a university decides to conduct a number of discussion groups as part of his thesis on faith and sexuality at which both religious and non-religious people will be present. He plans for the discussion groups to be as open as possible, and contacts a variety of religious groups as well as people with no VSHFLƂF UHOLJLRXV DIƂOLDWLRQ WR DVN WKHP WR SDUWLFLSDWH 7KH ƂUVW takes place in the university, with three undergraduate students WDNLQJSDUWDQGVL[SHRSOHFRPLQJIURPIXUWKHUDƂHOG,QLWLDOO\WKH conversation proceeds smoothly, but as the participants warm up, serious differences begin to emerge. In particular, one of the students and a member of a local faith community get into a lengthy heated dispute about the moral status of same-sex UHODWLRQVKLSV 7KH VWXGHQW ƂQGV WKLV H[SHULHQFH YHU\ GLVWUHVVLQJ and a few days later raises the issue with her senior tutor.

Issues to consider

ř :KDWFRXOGWKHSRVWJUDGXDWHVWXGHQW have done to avoid the problem? ř $UHWKHUHDQ\SRVVLEOHOHJDO implications emerging from this incident?

ř :KDWDUHWKHUHOHYDQWDUHDVRI university policy?

Model responses

Complying with the law sexual orientation, for example—the tutor may have reason to The Criminal Justice and Immigration Act (2008) created the contact the police. Complaints of harassment are less serious, offence of inciting hatred on the grounds of sexual orientation. but a university that fails to protect its staff and students from As with recent legislation covering religious hatred, the Act incidences of harassment may nevertheless be held vicariously does not make discussion or criticism of sexual orientation, liable for the activities of their staff. To avoid such problems conduct or practices, or urging people to refrain from or modify universities need to ensure they take reasonable steps to their sexual practices, illegal. But some forms of speech are prevent harassment by implementing proper procedures now outlawed. In addition, unwanted conduct that violates a and training. person’s dignity or creates an intimidating, hostile, humiliating or offensive environment may constitute harassment according Additional options WR WKH (PSOR\PHQW (TXDOLW\ 6H[XDO 2ULHQWDWLRQ  5HJXODWLRQV Most research ethics frameworks make clear that harm (2003). (This Act also offers protections against discrimination in to research participants must be avoided. Even if the law provision of goods or services on grounds of sexual orientation.) was not broken, this still was clearly a problem in this case. The participants in the group may have committed an offence Many universities insist upon giving students clearance on a according to one or more of these pieces of legislation, SDUWLFXODU UHVHDUFK WRSLF EHIRUH WKH\ HQJDJH LQ ƂHOGZRUN depending upon what was said. If the statements were serious The university might in future want to make sure that it enough—encouraging violence against people of a particular

44 Case studies

WDNHV LQWR DFFRXQW WKHVH GLIƂFXOWLHV EHIRUH JLYLQJ UHVHDUFK reason enough to take a more aggressively secular stance clearance. While the student in this case would not necessarily which regards religious faith as a potentially disruptive have been advised against looking at the topic, he might have LQƃXHQFH $OWHUQDWLYHO\ XQLYHUVLW\ OHDGHUV SDUWLFXODUO\ been advised to consider safer ways of bringing people with in institutions that view themselves as open to religious such divergent views into close contact, possibly by choosing diversity, may see these tensions as a set of challenges to to interview the people in the study individually rather than in be overcome by facilitating dialogue, perhaps by holding a group. events on the matter with invited speakers.

7R KHOS SDUWLFLSDQWV H[SORUH GLIƂFXOW WRSLFV OLNH WKLV RQH constructively, the university or department could make available general advice on how to facilitate positive conversations. This Available resources might involve advising students and staff conducting discussion groups, among other things: to create a welcoming physical The ESRC Research Ethics Framework is the most popular space; to establish goals for the discussion; to check in and take guidance framework for conducting research in the stock at key intervals in the conversation, encouraging no-fault social sciences: group-process feedback; and to deal openly with conversational www.esrc.ac.uk/ESRCInfoCentre/Images/ESRC_Re_Ethics_ potholes, pointing out where factioning is occurring and giving Frame_tcm6-11291.pdf constructive feedback to those who shut down or marginalise others in discussion. Crucially, such advice should encourage ACAS have produced a detailed and highly accessible those holding discussions to point out to participants that JXLGHWRWKH(PSOR\PHQW(TXDOLW\ 6H[XDO2ULHQWDWLRQ  people of faith and gay people experience these identities as Regulations (2003): more than conceptual categories—they are lived and emotional www.uk-legislation.hmso.gov.uk/si/si2003/20031661. realities too, and public debate and discourse must respectfully htm recognise this. www.acas.org.uk/media/pdf/e/n/sexual_1.pdf Prior awareness of ongoing debates around same-sex relationships within different religious traditions might help to There is less available on the more recent Employment create conversations in which participants do not feel as though Act (Sexual Orientation) Regulations (2007) and Criminal they are being personally attacked. If the student in this case had Justice and Immigration Act (2008), but Communities and been able to refer to a diversity of views, and keep the discussion Local Government have drafted an impact assessment: focused on the differences within religious traditions rather http://195.99.1.70/si/si2007/uksi_20071263_en_1 than (even unintentionally) encouraging personal comments about an individual’s behaviour, then the relationship between www.uk-legislation.hmso.gov.uk/acts/acts2008/ukpga_ the participants may have been more respectful. Members of 20080004_en_9 staff working in the department, or E&D staff who deal with the areas of religion and belief and sexuality, could collect together www.communities.gov.uk/documents/corporate/pdf/ resources on the topic (such as the Stonewall report below) equalityimpactassessment.pdf which could then be made available to any students who are planning on carrying out research in this area. Stonewall have written a research report on faith and sexuality entitled /RYH7K\1HLJKERXU which takes a detailed Religion in the university: key choices look at this issue. They have also produced a more general The need to safeguard freedom of expression and belief, while at attitude survey entitled Living Together: the same time protecting lesbian, gay, bisexual and transgender www.stonewall.org.uk/documents/love_thy_neighbour. people from discrimination and harassment, has been the cause pdf of a number of disputes in recent years. There is an obvious potential tension between protections for religion and belief www.stonewall.org.uk/documents/living_together.pdf and those for sexual orientation where religious beliefs are homophobic. It is an issue that is likely to recur in the future, The ECU have produced a report called Experience of with disagreements being resolved in many cases in court Lesbian, Gay, Bisexual and Trans Staff and Students in Higher judgements, including Supreme Court cases. There are a number Education: Research ReportZKLFKVSHFLƂFDOO\UHODWHVWR+( of contexts in HE where these issues may arise other than the situation discussed in this example. A religious student society ZZZHFXDFXNSXEOLFDWLRQVƂOHVOJEWVWDIIDQGVWXGHQWV which attempted to exclude gay members, for example, would in-he-report.pdf/view present university leaders with a serious dilemma. Universities PD\ EHQHƂW IURP DVVHVVLQJ SRWHQWLDO SUREOHPV LQ DGYDQFH RI R J Nash et al’s book How to Talk About Hot Topics on a crisis to ensure that they are able to negotiate competing Campus (San Francisco: Jossey-Bass, 2008) provides advice LQWHUHVWVLQDFOHDUO\GHƂQHGZD\ RQWDONLQJDERXWGLIƂFXOWVXEMHFWVDQGRIIHUVDQXPEHURI practical tips for facilitating conversations (pp. 205-218). )RUVRPHVWDIIZRUNLQJLQ+(,VWKLVNLQGRIFRQƃLFWPD\SURYLGH D MXVWLƂFDWLRQ IRU QRW HQJDJLQJ ZLWK UHOLJLRQ DQG EHOLHI ZLWK religious identity being kept as far as is possible within the private sphere to avoid problems. Indeed, for some this tension might be

45 Leadership challenges

46 Leadership challenges Case studies Religious Literacy Leadership

Religious Literacy Leadership in Higher in Higher Education Education Programme c/o York St John University Lord Mayor’s Walk York YO31 7EX Published 2010 by Religious Literacy Leadership Leadership Challenges: Case Studies in Higher Education Programme T: 01904 876272 ISBN 978-0-9565402-2-5 E: [email protected] Copyright © Religious Literacy Leadership www.religiousliteracyHE.org in Higher Education Programme 2010 Adam Dinham and Stephen H Jones